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GALESBURG 

PUBLIC SCHOOLS 

Their History and Work 

1861-1911 



W. L. STEELE 







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Founder of the GalesburK Public Schools. 



GALESBURG 

PUBLIC SCHOOLS 

Their History and Work 



1861-1911 



BY 

WILLIAM LUCAS STEELE 

A. M. (Monmouth), Ph. D. (Knox) 



GALESBURG, ILLINOIS: 

Published by Board of Education 

1911 




THE CADMUS PRESS 






^^^3^ 



PREFACE. 

In the autumn of 1909, Mr. Fred R. Jelliff, Chairman of 
the Program Committee of the Knox County Historical So- 
ciety, asked the writer to prepare and read a paper on the 
History of the Pubhc Schools of Galesburg before the Society 
sometime during the following winter. In gathering the ma- 
terial for this purpose it was found that there was enough to 
make a paper sufficiently long to be read at one meeting with- 
out taking up the history of the schools under their present 
organization ; so the paper read at that time was on the "His- 
tory of the Public Schools from 1840 to 1861." The Society, 
in passing its customary vote of thanks, included in it a re- 
quest that the writer continue the history down to the present 
time. This request was seconded by the Board of Education 
at its meeting the following month, on motion of Director Mrs. 
G. W. Thompson. Accordingly for two years the writer spent 
most of his vacations and evenings in preparing this work, 
and he has made no statement of facts without having the 
best evidence — which was the original when obtainable — be- 
fore him ; there may of course be some clerical errors. 

The regular meeting of the Board of Education in June, 
1911, was the fiftieth anniversary of its organization. At the 
next meeting, held three days later, Mr. L. T. Stone, who was 
beginning his thirty-fourth year as a member of the Board, 
realizing the help that a knowledge of those years gave him 
in meeting the issues of to-day and believing that a complete 
history of the schools would be of great service to the mem- 

(iii) 



iv GALESBURG PUBLIC SCHOOLS 

bers of the Board in the future, moved the adoption of the 
following: "Resolved, That the Board iof Education re- 
quest Mr. W. L. Steele, Superintendent of Schools, to pre- 
pare for publication a History of the Public Schools for the 
past fifty years, with a statement of the work being done to-day, 
for present and future reference." The motion prevailed by a 
unanimous vote. It was his opinion that, as the Board had 
not published a report for four years, it would be justified in 
expending the amount necessary to print such a work as its 
Semi-Centennial Report of the Schools. 

Thus this work has been prepared in response to a local 
demand, and the constant endeavor has been not only to pre- 
serve the worth-while facts of the past half-century but to 
present them in such a way that they may be readily servicea- 
ble to the coming generations. That part which contains "The 
Work of the Schools" has been prepared in the same manner 
regardless of the merits or demerits of the work, though the 
writer is conscious that it has many of the latter. However, 
if the schools are to be intelligently and progressively con- 
ducted in the future, a knowledge of their condition present 
and past is necessary. It is hoped, therefore, that this record 
of the Galesburg Public Schools may find among the citizens 
many readers, as the best interests of the schools are safe only 
in the keeping of those who have an intelligent knowledge of 
their mission and their work. 

W. L. STEELE, 
November, 1911. Superintendent of Schools. 



Increase in pdpulatidn, emrdllment 

INTHE GRADE5,AND IN THE HIGH 5CHDDL, 

BV DECADES. 

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Chart showing Increase in Population and School Enrollment. 
by Decades. 



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CONTENTS 

CHAPTER I. 

FIRST YEAR UNDER THE CHARTER, 1861-62. 

1. Organization of the Board 1 

Committees ; Oflficers ; Re-election of Board members ; Course 

of study and attendance, 3. 

2. Terms of Agreement with the Teachers 4 

Second Board meeting ; Private schools and teachers, 4 — Tui- 
tion schools and tuition, 5. 

3. Equipment 6 

Buildings ; Janitor service, 6. 

4. The School Year, Arrangement of Terms and Sessions 6 

Length of school year, 6 — The noon recess, 7. 

5. The Teaching Force 7 

CHAPTER H. 
PERIOD OF COLLEGE CONTROL: 1862-1874. 

1. College Influence 8 

2. School Buildings and Development of School Property 9 

The first schoolhouse; Churchill School; Purchase of site, 10 — 

Voted to build; Plans adopted, 11— Bonds for $40,000 voted; Build- 
ing begun, 12 — More bonds voted ; Building completed ; Description 
of the building, 13 — Cost of building, 14 — Half-day sessions; Pres- 
ent High School site purchased, 15 — Crisis of 1867, 16 — Improve- 
ments made in 1867 ; Fourth Ward school building, 17 — Board's 
relation to City Council, 18 — Suit against City Council, 19 — Tax levy 
of 1872; Fifth Ward school building, 20 — A strange mistake, 21 — 
Third Ward site purchased; Janitors; Tree planting, 22 — Sum- 
mary of improvements, 23. 

3. The Board and Its Responsibilities 23 

All matters referred to the Board; Dissatisfied parents, 23 — 

Resolution on discipline, 2'4 — Pupils sometimes expelled ; Teachers 
come to the Board, 25 — Noon recess; Examinations, 26 — Absence 
of method, 27. 

(v) 



vi GALESBURG PUBLIC SCHOOLS 

4. Position of the Superintendent; Regulations for Teachers 

AND Pupils 28 

Powers of the Superintendent, 28 — Salary of Superintendent; 
Teachers, their duties, etc., 29— Salaries of Teachers, 30— School 
shortened, 32 — Payment of salaries; Knox County Institute, 33 — 
Educational journals; Rules for pupils, 34. 

5. Course of Study 35 

Reading; Arithmetic, 35— Geography ; Grammar; Spelling, 36 — 

Miscellaneous branches; Oral instruction; Ten grades below the 
High School, 37. 

6. The High School and the Colleges 38 

High School ; Effect of High School on college attendance, 38— 

Location of the High School; Principals of High School; High 
School not popular, 39 — Graduating exercises; Course of study; 
Literary society, 40— The third year, 41. 

7. The Question of Color 41 

First colored school, 41 — Colored teachers for colored schools ; 
Simmons street and East Main street colored schools, 42 — Civil 
suit threatened ; Huntington's resolution, 43 — The Willoughby res- 
olution, 44 — The colored schoolhouses burned, 46. 

8. Special Schools 46 

German school, 46 — Ungraded school, 47 — Night school, 48. 

9. Special Branches 50 

Penmanship, 50 — Music, 51 — Mrs. Cooke employed by the Board, 
52 — Supplementary reading ; Churchill resolution on supplementary 
reading, 53 — Gymnastics ; Drawing, bookkeeping, etc., 54. 

10. Principals 54 

Men for principals, 54. 

11. Library 55 

12. Limitations 56 

School age changed to six years ; Tax limit ; Salary paid clerk 
and treasurer, 56 — One session a day; Superintendent's report; 
Number of teachers, 57 — Changes in the members of the Board 
of Education, 58. 

13. Resignation of Superintendent Roberts 58 

Letter of resignation, 59. 

14. Summary 60 

Tax levies, 61 — Bonds issued, 62. 

CHAPTER III. 
PERIOD OF RETRENCHMENT: 1874-1885. 

1. School Buildings in Third, Sixth and Seventh Wards 65 

Character of the period, 63 — A new superintendent employed, 
64 — School buildings ; Third Ward building, 65 — Origin of second 
contention, 66 — Seventh Ward building, 67 — Sixth Ward building, 
68 — Every section had its new schoolhouse, 69. 



CONTENTS vii 

2. Losses by Fire 69 

Buildings burned, 69 — Fourth Ward schoolhouse burned, 70 — 

Heating S3'steni changed ; Addition to Fourth Ward, 71. 

3. The Board and Its Activities 72 

The function of committees, 72 — Teachers examined, 73 — Teach- 
ers again examined, 75 — Superintendent's salary; Salaries increased, 

76 — Salaries decreased ; Salaries restored, 77 — School elections ; 
Vaccination. 78 — Examinations ; Complaints, 79 — Lots sold, 80. 

4. Teachers' Meetings and Voluntary Training 80 

Teachers' meetings, 80 — Professor Hamill, 82. 

5. Courses of Study 82 

Course of study of 1878, 82 — Reading, 83 — Arithmetic; Gram- 
mar ; Geography ; Spelling, 84 — -Penmanship ; Drawing ; Course of 
study of 1884, 85 — Penmanship ; Drawing, 86 — Music ; Kindergar- 
ten work, 87 — Text-books adopted, 88 — Publications, 90. 

6. Special Schools 90 

Night school ; Ungraded school, 90. 

7. Special Features of Organization 91 

Classification, 91 — Two dismissals ; Substitutes ; Attendance, 92 — 

Special features, 93. 

8. Improvements and Alterations 94 

Telephones ; City water ; Fire escape ; Other improvements, 94 — 

Beautifying school grounds; The chapel divided; Religious exer- 
cises, 95 — Centennial Exposition ; Fiscal year, 96. 

9. The High School 96 

Growth ; Course of study, 96 — High School preparatory for col- 
lege, 97 — Third course of study; Graduation exercises, 98 — Prizes 

to graduates, 99 — Alumni Association organized, 100. 

10. Resignation of Superintendent M. Andrews 101 

11. Summary 102 

Board of Education ; Growth, 102 — Tax levies, 103. 

CHAPTER IV. 
PERIOD OF CONTINUOUS GROWTH: 1885-1911. 

1. School Buildings 104 

Favorable conditions ; Questions involved, 104 — Board decides 
to build a new High School, 105 — Proposition to divide the $25,- 
000, 106 — ^The Board makes its first visit to other cities ; Plan of 
the building, 107 — Changes in the High School ; Selecting a site 
for a new schoolhouse, 108 — The Lincoln School ; Naming the 
schools, 110 — No more bonds to be issued; New policy as to size of 



viii GALESBURG PUBLIC SCHOOLS 

buildings adopted, 112 — An addition made to the Hitchcock School; 
The disadvantage of pupils changing schools in the fourth and 
fifth grades, 114 — Addition to Weston School, 115 — An addition 
made to the High School, 116 — Plans for the addition; Hunt prop- 
erty purchased; Addition made to Bateman School, 118 — Addition 
to Lincoln School, 119 — Heating plant in High School changed to 
steam ; Addition made to Douglas School, 120 — Building the Cen- 
tral Primary, 121 — The material used ; Other contracts ; The 
building completed, 122 — The district found prepared to build a 
High School, 123 — Galesburg High School building a pioneer; One 
hundred thousand dollars voted for a High School building, 124 — 
Selling of the bonds ; The method of obtaining the plans, 125 — 
Cost of the building, 126 — Furnishing the building, 127 — Total cost; 
A heating plant considered, 128 — How^ the money was raised, 129 — 
Building of the heating plant, 130 — Opening of the High School 
building; The Farnham School, 131. 

2. Other Permanent Improvements 132 

Churchill building dry closets, 132 — Steps brought inside the 
building; Tower of Churchill School damaged by fire, 133 — Im- 
provements on Cooke School ; A modern system of ventilating in- 
stalled in Hitchcock School; Manual training addition made to the 
High School, 134 — A smoke consumer for the heating plant ; Im- 
provements made at Douglas School, 135 — Humidity device in- 
stalled in Bateman School ; Addition made to Weston School 
grounds ; Addition made to the Churchill grounds, 136 — Summary 
of investments in permanent improvements, 137 — Schools in build- 
ings other than the property of the Board, 138. 

3. Protection from Fire 138 

Fire escapes, 138 — Fire drills ; Fires, 139. 

4. Music, Drawing and Physical Training 140 

Introduction of music, 140 — Introduction of drawing; Introduc- 
tion of physical culture, 141. 

5. The Training School 142 

Teachers' Training School organized, 142 — Plan of the Training 

School, 143 — Advantages of the Training School, 144. 

6. Methods 145 

Reading, 145 — Supplementary reading; Arithmetic, 146 — Lan- 
guage, 148 — Geography and history; Spelling. 149 — Penmanship, 
150 — Physiology and hygiene; Nature study, 151. 

7. The Teachers and Means for their Improvement 152 

Teachers' meetings; Educational books studied at these meetings, 

152— -Discussions of the problems of the day reported ; Program 
furnished by different schools, 153 — Interesting accounts of jour- 
neys given; Addresses by prominent educators of the state, 154 — 
Addresses by the pastors of the city, 155 — Addresses by physicians ; 
Other speakers who addressed these meetings ; University Exten- 



CONTENTS ix 

sion Lectures ; Grade meetings, 156 — Teachers' Library ; Central 
Illinois Teachers' Association, 157 — Military Tract Educational 
Association, 158. 

8. Pupils and their Special Activities 158 

Method of promoting pupils ; Exhibition of school work, 158 — 

School entertainments, 159— Teaching patriotism, 160 — Remember- 
ing the poor on Thanksgiving day; Furnished children's room in 
hospital, 162 — An act of kindness by the pupils ; Another boy 
helped ; Benevolences of the High School ; Other collections, 163 — 
Elxhibition of school w^ork; Work at St. Louis Exposition, 164. 

9. Text-books 165 

Readers used, 165 — Spelling books ; Histories ; Music books ; 

Drawing books ; Physiologies, 166 — Language books ; Arithmetics ; 
Geographies ; Cop}'^ books ; A rule to govern the change of text- 
books ; School apparatus, 167. 

10. Administrative Measures 169 

Vaccination ; Half-day sessions, 169 — Flags for the schools ; 

Parents complain ; Truant officer, 170 — School nurse ; Resolutions 
of respect and sympathy, 171 — Bond issues, 172 — Land purchased 
and sold, 173 — Reports printed ; Reading the Bible in the schools ; 
Beautifying the school grounds, 174 — Drinking fountains; Tuition, 
175 — Board of Education rooms, 176 — Moving Public Library, 177 — 
The Children's Library and Reading Room ; How the Children's 
Library came to be organized, 178 — Use made of the library, 179. 

11. Salaries 179 

Salary of the Superintendent of schools, 179 — Salaries of High 
School teachers ; Salaries of grade teachers ; Petitions for increase 
of salaries, 180^ — Schedule of salaries for grade teachers, 181 — 
Reason it is difficult to increase salaries of grade teachers ; Jan- 
itors' salaries; Salar>' of the engineer; Janitors make the repairs, 
182— A faithful janitor, 183. 

12. The High School and Dev'elopment of Its Activities 184 

High school changes its function ; English course introduced, 

184 — Second revision of the curriculum ; A fourth year added ; 
Manual training introduced, 185 — Work of the department, 186 — 
The finished product ; Equipment before the fire, 187 — Equipment 
after the fire ; Number taking manual training, 188 — Domestic 
science introduced. 189 — How the department of speaking came 
to be organized, 191 — Declamatory contests ; Literary societies or- 
ganized, 192 — Lincoln Debating Club ; Elizabethan Literary Society, 
193 — The Budget, 194 — Dramatic Club ; A printing plant purchased, 
195 — The printing plant presented to the Board ; Work done in 
the print shop ; Expenses of the shop, 196 — Value of the printing 
plant; Gregg Shorthand Club; The first history of the High 
School, 197 — German Club ; Musical organizations, 198 — Athletic 
organizations ; Men teachers, 199 — Individual instruction ; The 
study hall plan, 200 — Causes for the growth of the school, 201 — 
The significant place of the high school, 202. 



X GALESBURG PUBLIC SCHOOLS 

13. The Elective System 203 

All studies made elective ; Reasons for making the studies elec- 
tive, 203 — Form of diploma used; Opposition to elective studies; 
Elective system explained, 204 — Effects on attendance; Criticism 
of the three-year course, 205. 

14. The Board and Its Experiences 208 

Board members faithful, 208 — Harmony in the Board; Perma- 
nency of the Board members, 209 — Women on the Board of Ed- 
ucation; How changes in efficient Boards should be made, 210 — 
Members defeated by the A. P. A. organization, 211. 

15. The Semi-Centennial Celebration 211 

Events of the field day; Assistance given by the patrons of the 

schools, 212 — Organization of Playground Association; The Re- 
flector; Alumni banquet, 213. 

16. Summary 215 

Tax levies, 216. 

CHAPTER V. 

GALESBURG PUBLIC SCHOOLS: 1840-1861. 

The first schoolhouse, 217 — The first teacher ; Location of school- 
houses, 218 — County records, 219 — Poverty of the districts, 22(>— 
School laws of 1825, 221 — The school section, 222 — Amount real- 
ized from school section, 223 — Income from township funds ; Pub- 
lic indifference to schools, 224 — John F. Eberhart, 225 — Simeon 
Wright, 226— Attitude of the college; Private schools, 227— The 
moneyed interests, 228 — Jealousy of the district; Conditions op- 
posed to free schools; Professor Churchill, 229 — Henry Barnard, 
230— W. S. Baker; Horace Mann, 231— Silas Willard. 232— Union 
graded schools adopted, 233 — The school charter; Opposition in 
the legislature, 235 — Three amendments made; Cause of delay at 
Springfield, 236 — Two jokers in the charter; Election denied by 
council ; School directors elected, 237 — Union graded schools or- 
ganized ; Union graded schools opened, 23&— Mrs. Tryon Precep- 
tress ; Subjects taught, 239 — Closing exercises of the term, 240— 
The charter adopted, 241 — Last year of union graded schools; 
Advantages of the charter, 242 — The last battle for free schools, 
243. 

CHAPTER VI. 

THE CHARTER AND ORGANIZATION. 

1. School Charter 245 

2. Rules and Regulations 253 

Organization, 253 — Rules of order, 254 — General regulations, 

255 — Duties of the Superintendent, 256 — Teachers, 257 — Pupils. 
260 — Directions for keeping records, 262 — Janitors, 263— Rules of 
the Board of Health, 264. 

3. Mr. Lester T. Stone 265 

4. Statistics for 1910-1911 267 



CONTENTS xi 

CHAPTER VII. 
DIRECTORY. 

1. Members of the Board of Education 272 

2. The Teachers 274 

3. High School Alumni 287 

CHAPTER VIII. 
THE WORK OF THE SCHOOLS. 

1. Representative Tests in Spelling 331 

2. Representative Tests in Arithmetic 338 

3. Representative Tests in Language 345 

4. Representative Tests in Geography 352 

5. Representative Tests in History 356 

CHAPTER IX. 
COURSE OF STUDY. 

1. Reading 358 

2. Arithmetic 359 

3. Language 371 

4. Geography ■ 384 

5. History 388 

6. Spelling, Penmanship, Physiology 390 

7. Music : 391 

8. Dravi'ing 393 

9. Physical Training 397 

10. Manual Training 404 

11. Sewing : 406 

12. Supplementary Readers 406 

13. Teachers' Library 409 

14. Text-books used in the Grades 413 

15. High School Course of Study 414 

16. Text-books used in the High School 420 

17. Value of the Subjects Taught in the High School 422 

18. Training School — Course of Study 441 

Index 445 



ILLUSTRATIONS. 



George Churchill Frontispiece 

FACING PAGB 

Chart Showing Increase in Population and School Enroll- 
ment, BY Decades v 

R. B. Guild 1 

First Board of Education 4 

Junius B. Roberts 8 

The Representatives of the First Ward 32 

The Representatives of the Second Ward 48 

Matthev^ Andrews 63 

The Representatives of the Third Ward 80 

W. L. Steele, in 1885 104 

Buildings used by the High School 124 

High School 124 

The Representatives of the Fourth Ward 140 

The Representatives of the Fifth Ward 160 

Public Library 176 

The Representatives of the Sixth Ward 184 

Principals of High School 200 

Board of Education, in 191 1 , 208 

W. L. Steele, in 1911 216 

The Representatives of the Seventh Ward 236 

Farnham School 244 

Lester T. Stone , 265 

Central School, Churchill School ^^^ 

Hitchcock School 286 

Lincoln School , 328 

Weston School 260 

Douglas School ^°^ 

Cooke School ^^ 

Bateman School ^^' 

(xii) 




R. B. GUILD 
Superintendent of Schools 



CHAPTER I. 

FIRST YEAR UNDER THE CHARTER: 1861-62 

1. Organization of tlie Board. 2. Terms of Agrreement with tiie 
Teacliers. 3. Equipment. 4. Tlie Scliool Year. Arrangement of Terms 
and Sessions. 5. The Teaching Force. 

1. ORGANIZATION OF THE BOARD. 

The Board of Education of Galesburg School District 
was organized under the present School Charter, June 11, 
1861. Thus the present school system has been in operation 
fifty years. As special interest always attaches to the be- 
ginnings of an institution that has become important and 
permanent, an entire chapter will be given to recording the 
events of the first year. 

There were twenty-four meetings of the Board this year. 
Here is the verbatim record of the first meeting: 

Office of City Council 

Galesburg, June 11, 1861. 
The following named persons having been duly elected to the 
office of School Directors of "Galesburg School District," in the City 
of Galesburg, in the County of Knox, and State of Illinois, on the 
3rd day of June, 1861, met at the office of the City Council on the 
11th day of June, 1861. Mayor Knowles being President of said "Board 
of Education" being present. There were also present : 

Chauncy S. Colton, director for 1st ward. 

Edwin Post, director for 2nd ward. 

David Sanborn, director for 3rd ward. 

Geo. H. Ward, director for 4th ward. 

Clement Leach, Jr., director for 5th ward. 

R. P. Sage, director for 6th ward, 
who severally took the oath of office as prescribed by the Charter 
and took their seats in the "Board of Education." 

(1) 



2 GALESBURG PUBLIC SCHOOLS 

On motion it was voted that the members of the Board of Edu- 
cation proceed now to draw for the term of time each shall serve, when 
Chauncy S. Colton drew for 3 years. 
Edwin Post drew for 3 years. 
David Sanborn drew for 2 years. 
R. P. Sage drew for 2 years. 
Clement Leach, Jr. drew for 1 year. 
Geo. H. Ward drew for 1 year. 
When on motion it was voted that each director shall have the 
charge and care of the school rooms and school property in his ward 
during "vacation." 

On motion Messrs. Leach and Sanborn were appointed a com- 
mittee to prepare a code of by-laws for the Regulation of the Board 
to be submitted. And then on motion the Board adjourned to meet 
at the call of the President. 

W. A. Wood, Clerk 

The committee appointed to draft rules and regulations 
for the government of the Board made its report at the fifth 
meeting of the Board, July 15th. It was adopted without 
change or dissent. The principal provisions of this report 
are as follows : 

1st. The members of the Board of Education shall meet and 
organize each year on the second Monday in June. 

2nd. At the first, or some ensuing meeting, soon after the or- 
ganization of the Board, the following standing committees shall be 
appointed, to-wit : First, a committee on school buildings, grounds, 
furniture and supplies, consisting of four members. Second, a com- 
mittee on textbooks, rules and regulations, consisting of two mem- 
bers. Third, an auditing committee, consisting of two members. 
Fourth, an examining committee, consisting of two members of the 
Board, two citizens chosen by the Board and the Principal, three of 
whom must be present at each examination of teachers and three of 
whose names must be appended to each certificate of examination. 

3rd. The Board shall hold its meetings on the second Monday 
in each month unless otherwise ordered by a majority of the Board. 
A special meeting may be called at any time on the request of any 
two members, left with the Secretary. 

4th. The meetings being called to order by the President, or 
one appointed President pro tern, the order of business shall be: 

1. Reading the minutes of the last meeting by the Clerk. 

2. Reports of Committees. 



FIRST YEAR UNDER THE CHARTER: 1861-62 3 

3. Petitions and communications. 

4. Reports and suggestions by the Principal. 

5. Miscellaneous and unfinished business. 

With the exception of the provision for the examination 
of teachers, these rules have remained unchanged to the 
present day. 

The first committee appointed under these rules, July 
30th, was the Examining Committee. It consisted commit- 
of Prof. A. Hurd, Prof. Isaac A. Parker, C. Leach, **^- 
Jr., R. P. Sage, and the Principal of the Schools. At the 
same meeting Chauncy S. Colton and David Sanborn were, 
on motion, made a standing Auditing Committee. The 
other committees were not appointed until October 8th. 

The first clerk was W. A. Wood and he was required to 
take the oath of office. The first treasurer, B. F. 

Officers. 

Holcomb, was required to give a bond, the amount 
of which was twelve thousand dollars. At the close of the 
year the clerk was allowed fifty dollars for his services and 
the treasurer was allowed ten dollars. 

There was but one change in the membership of the 
Board this year (which has been the average for j^,^i^_ 
the last 25 years) and that was due to the resigna- b^"^^' 
tion of Mr. Clement Leach, Jr. The City Council Members. 
filled the vacancy by electing Dr. I. N. Candee. At the elec- 
tion in June, George H. Ward of the Fourth Ward and Dr. I. 
N. Candee of the Fifth Ward were unanimously re-elected. 

It often happens that in looking up a matter the most 
important item cannot be found ; so it is in this bourse of 
case; there is no record of what subjects were it'tend-'*^ 
taught. It is true that Principal Guild reported *'**'^- 
to the Board, October 8, 1861, a course of study, which was 
adopted and placed on file and marked "A," but the entire 
files of the Board for the first two years are missing. What 
is stranger still, there are no files preserved of any newspa- 
pers published in Galesburg from 1860 to 1870; at least, if 
there are, they are private property, probably lying in some 



4 GALESBURG PUBLIC SCHOOLS 

garret waiting to be destroyed. Neither is there any record 
of the number of pupils that attended the schools. In Sep- 
tember, 1862, there were 777 pupils enrolled in all the 
schools. Judging from this, one would be justified in saying 
that there were between 700 and 800 pupils enrolled the first 
year. 

2. TERMS OF AGREEMENT WITH THE TEACHERS. 

At the second meeting of the Board the salary of the 
"Principal of the Graded Schools" was fixed at 

Second 

Board seven hundred dollars for the year : salaries of the 

Meeting. •' 

lady teachers ' m the High School at six dollars 
per week, and of all other teachers at five dollars per week. 
Mr. R. B. Guild was then elected to the "post of Principal 
of the Graded Schools for the coming year." The other 
teachers were chosen in the latter part of July. The teachers 
appointed were subject to an examination by the Examining 
Committee and to the direction of the Board as to the po- 
sitions they should hold in the schools; and the Board re- 
served the right to terminate the contract at its discretion. 
This last clause was not merely a form, for the records show 
that a committee of two directors was appointed to visit the 
schools and was given the power to dismiss any of the 
teachers who, in their judgment, might not be needed. 

Private schools were still at this time a factor to be con- 
Private sidcrcd. Mr. A. E. Blunt, who had such a school 
and**" * in the city, was paid $35 for his school furniture 
and "given charge of the Grammar Department 
and the Superintendence of the schools in the Colton Build- 
ings" at a salary of $55 per month. 

Mrs. Carney, who had formerly taught in the Boston 
schools and was the author of that exquisite gem of poetry, 
"Little Drops of Water," was also conducting a private 
school at this time. A petition signed by thirty-five citizens 
was presented to the Board, asking that she be taken into 
the graded schools; but no action was taken on the petition. 





C. S. COTTON 



ED'.Viri POST 




» »- 



DAVID SANBORN 



f|# 



GEO. H. WARD 



i. 





CLEMENT LEACH. J^ 



R. P. SAGE 



FIRST HOARD OF EDUCATION 
Organized, June 11, 1861. 



FIRST YEAR UNDER THE CHARTER: 1861-62 £ 

At its fourth and fifth meetings the Board had at- 
tempted, without success, to fix a rate of tuition Tuition 
to be charged all resident pupils ;* but, from the and"* * 
resolution adopted ten days before the close of the 
spring term, it would seem that the Board still had a liking 
for the old subscription school in which they themselves 
had received their elementary education. The resolution 
reads as follows : "That Mr. Guild open a tuition school in 
the Academy on the 21st day of April for one term of ten 
weeks, and to charge and collect $1.50 in advance from each 
scholar attending, without distinction of age or study ; and 
that the Clerk cause an advertisement accordingly to be in- 
serted in the Galesburg Democrat." Principal Guild was 
the only teacher not employed by the week. He was em- 
ployed for the year, and consequently had sufficient time to 
teach another term of ten weeks, which he did. For this he 
received $67.50 in tuition, which amount was charged to 
him and applied on his salary. According to the state law 

the Board had already conducted free schools a sufficient 
number of days to enable it to draw the state fund ; so there 
could be no objection to tuition schools on this account. At 
this meeting the Board appears to have inaugurated a sys- 
tem of tuition schools for the vacation period. A committee 
was appointed to "rent such rooms in the Colton Building 
to Mr. Blount during vacation as they deem right, also to 
rent the upper rooms in the Academy to such female teach- 
ers as they can agree with on terms." The subscription 
schools for the long vacation, thus begun by the Board, con- 
tinued for years, but finally becoming an annoyance to the 
Board it refused to rent rooms for such a purpose or to 
employ any one as teacher who taught such a school. 

The tuition for pupils outside of the district was made 
the same as that charged by the academic department of 
Knox college, except for the primary department, and here it 
was fixed at $2.50 per quarter. 

♦See page 243. 



6 GALESBURG PUBLIC SCHOOLS 

3. EQUIPMENT. 

At the first meeting it was necessary for the Board to 
rent some buildings for school purposes. Knox 
Academy, on the north side of the Public Square, 
was leased from the Trustees of Knox College, for a term 
of three years, at the rate of $316.66 per year. The Colton 
building, on the west side of the Square and north of Main 
street, was rented for $550 per year from C. S. Colton. 
These two buildings provided eight schoolrooms — four 
rooms each. From S. Mitchelson was rented a schoolroom 
on Seminary street, south of the depot, at $6 per month. 
The other five rooms — for there were fourteen schoolrooms 
this year — were the property of the Board, having been built 
previous to the union of the school districts in 1858. These 
schoolhouses were all situated south of the center of Main 
street ; one on East Main street, one on West Simmons, an- 
other on Monmouth Boulevard, one on Tompkins street, 
where the Baptist Church now stands, and the Depot 
School, on the northwest corner of Chambers and First 
streets. There was no schoolhouse in the north part of the 
city. The school desks with which it was necessary to fur- 
nish some of these buildings cost $4 each — double the price 
of to-day. 

One man did the janitor work for both the Academy and 
Janitor ^^^ Colton buildiug, for which services he received 
Service. ^^5 ^ month. The janitors for the other six 
schoolhouses were boys who were paid from twenty-five 
cents to thirty-seven and one-half cents per week. 

The tax levy for the year, made at the September meet- 
Taxes, ing, was forty cents on each one hundred dollars. 

4. THE SCHOOL YEAR, ARR/\NGEMENT OF TERMS AND SESSIONS. 

The number of weeks the school should be kept open was 

a matter of uncertainty during the entire year, and 
licngrth of . , • , , , ^ r 1 i-, j 

School It was decided term by term. At nrst the Board 

Tear 

voted to open the schools the first Monday of Sep- 



FIRST YEAR UNDER THE CHARTER: 1861-62 7 

tember but later decided, for reasons not recorded, to open 
them the second Monday of October. At the December 
meeting it was voted to close the schools the Friday before 
Christmas for a vacation of two weeks, and to begin a new 
term of ten weeks on the first Monday of January, 1862. At 
the February meeting it was voted to extend the present 
term for an additional four weeks. 

The length of the noon recess seems to have given some 
trouble. At one meeting of the Board it was ^j^^ ^^^^ 
voted that the noon recess at the Central School »««««»• 
should be one hour and at the outside schools at the discre- 
tion of the teacher. This was in December. At the Jan- 
uary meeting it was voted, "The 'noon recess' shall be thirty 
minutes." 

5. THE TEACHING FORCE. 

The roll of the teachers for this year was as follows : 

Mr. R. B. Guild, Principal and Superintendent. 

Miss A. E. Smith, Assistant to Mr. Guild — Academy. 

Miss Mary Cole, Academy (up-stairs). 

Miss Mary Everest, Academy (up-stairs). 

Miss A. E. Tilden, Academy (rear room). 

Mr. a. E. Blunt, Principal, Colton Building. 

Miss Kingsberry, Assistant to Mr. Blunt, Colton Building. 

Miss Emma Field, Colton Building, (up-stairs). 

Miss Sarah Barnes, Colton Building, (up-stairs). 

Miss Mary Allen West, Colton Building, (lower south 

room). 
Mrs. R. K. Colby, Blanchard School. 
Miss I. L. Henshaw, Tompkins Street. 
Miss Jennie McMillen, Depot School. 
Miss Sabrina Lanphere, Churchill School. 
Miss Ermina Finch, Brick School. 
Miss M. I. Strong, Monmouth Street School. 
Mrs. Gross, Teacher of Writing, All the Schools. 



CHAPTER II. 

PERIOD OF COLLEGE CONTROL: 1862-1874 

1. College Influence. 2. School Buildings and Development of 
School Property. 3. The Board and Its Responsibilities. 4. Position of 

the Superintendent; Regulations for Teachers and Pupils. 5. Course of 

Study. 6. The High School and the Colleges. 7. The Question of Color. 
8. Special Schools. 9. Special Branches. 10. Principals. H. Li- 

brary. 12. Limitations. 13. Resignation of Superintendent Roberts. 

14. Summary. 

1. COLLEGE INFLUENCE. 

This period of twelve years extends from June 30, 
1862, to July 1, 1874. It covers the time when the schools 
were largely under the control of the two colleges. The 
Board of Education during these years was, to a great ex- 
tent, composed of men who were ardent friends of one or 
other of the colleges. In its membership were always to be 
found trustees or members of the faculties of these institu- 
tions; the man who served as Superintendent of Schools 
during these years was, when he was appointed to the po- 
sition, a tutor in Knox College ; in short, college domination 
was complete. This was natural and it was right. It was 
natural, because when the organization of a free school sys- 
tem was first agitated there was a strong feeling among 
many of the friend's of the colleges that the public schools 
would in some way be antagonistic to their favorite institu- 
tion. Under such circumstances it was natural that the 
schools should be placed under a control that was at least 
friendly to the colleges. It was right, because the town in 
the first place was a distinctly educational enterprise; in 
those days it was the college first and other matters after- 
ward. When the common schools were organized who 
should be more interested in them and know better how 

(8) 




JUNIUS B. ROBERTS 

Superintendent of Schools 

1862-1871 



PERIOD OF COLLEGE CONTROL: 1862-1874 9 

they should be conducted than the men who were devoting 
their lives to the cause of education? 



2. SCHOOL BUILDINGS AND DEVELOPMENT OF SCHOOL PROPERTY. 

The first great problem that confronted the Board of 
Education was the building of schoolhouses. Galesburg 
was then a city of six thousand inhabitants, with an actual 
school enrollment for that year of 1,264 pupils. It had prac- 
tically no school buildings. It is true the district owned six 
one-room schoolhouses, but they were built in the days of 
the independent school districts and were now unfit for 
school purposes and were of no money value; indeed The 
Free Democrat, a local paper, advised the districts in 1858 
to sell these buildings for coal houses. To appreciate the 
magnitude of this undertaking the conditions of that time 
must be understood. The people who were called upon to 
replace these schoolhouses were the same persons who had 
for years fought the introduction of any system of free 
schools. Now they were asked not merely to make pro- 
vision for the actual growth of the city, as the people of to- 
day are required to do, but to provide at once school build- 
ings for a city of six thousand population. It should also be 
remembered that these people had never experienced any of 
the benefits of free schools; they themselves had been edu- 
cated in private or select schools ; they had paid for their 
own education and were inclined to regard the free school 
as a sort of charitable institution. It is not strange that this 
idea thus ingrained in the life of the people continued to 
some extent for years. It is not surprising that a wave of 
opposition swept over the community when one school- 
house costing sixty thousand dollars was no sooner com- 
pleted than two more were projected. How different has 
been the development of the free school system in the newer 
sections of our country ! There, when a town was founded, 
the public school was started ; it was thus made from the 



10 GALESBURG PUBLIC SCHOOLS 

first an organic part of the civic institutions; and it was sup- 
ported by people who themselves had been educated in the 
public school and believed in it. In comparing the school 
buildings and grounds of Galesburg, even to-day, with those 
of a western city of like size, it would be manifestly unfair 
to the memory of the people of that day as well as to our- 
selves not to take into consideration the difference in the 
fundamental conditions. 

The first schoolhouse was built in the summer of 1862. 
It was located in the Fourth Ward, southeast of 

The First ' 

School- the depot, on the corner of Chambers and First 

house. 

Streets. It was built by Silas Horton and cost 
four hundred and thirty-five dollars. This was certainly a 
modest beginning for the Board of Education, not one cal- 
culated to alarm the conservative element ; yet the money 
that paid for it had to be borrowed at twelve per cent inter- 
est. This building was called the Depot School, and it evi- 
dently took the place of one that had been there for years. 
The next summer the Tompkins Street schoolhouse that 
stood where the Baptist Church now stands, was moved and 
placed on the same lot with the Depot School. 

The building of the Churchill School, originally called 
Churchill ^^^ High School, was the great event of this 
School. period. It was the fulfillment of the dream of the 
independent districts when they voted in 1858 to unite. It 
was an imposing building for that day, comparing favorably 
with Knox College on the south and Lombard University 
on the east, and costing about the same as each of these 
buildings dedicated to higher education. Its construction 
may rightly be considered as one of the great events in the 
history of Galesburg, since it caused the common schools 
to be recognized as one of the public and important institu- 
tions of the city. 

At the January meeting of the Board in 1863, on motion 
Purchase °^ ^^- ■'■• ^- Candcc, a committee was appointed to 
of Site. inquire into the expediency of erecting a new 



PERIOD OF COLLEGE CONTROL: 1862-1874 11 

building. As a result of this action Mrs. Silas Willard of- 
fered to donate to the Board all the land she owned oppo- 
site the Willard house and fronting on Main and Cham- 
bers streets, provided the Board would build thereon re- 
spectable school buildings. This proposition was accepted, 
but at the May meeting the Moshier lot, twelve rods square, 
on the southwest corner of Broad and Simmons streets, was 
purchased for two thousand dollars. On this lot were a 
house and stable which were sold for one hundred and 
seventy-five dollars. In the following year the Board 
showed its wisdom in buying of John B. Colton, for five 
hundred dollars, two lots adjoining this property on the 
west and fronting on Cedar street. It is unfortunate that 
this policy was not pursued by the Board, as opportunity 
presented, until it owned the entire block. 

Professor George Churchill became a member of the 
Board in June, 1863, an important event to the y^^^^^ ^^ 
schools of the city. At the September meeting it B""*' 
was voted, on motion of Professor Churchill, to proceed im- 
mediately to erect a new building on the Moshier lot, to be 
completed by September, 1864. The following resolution 
was passed at the October meeting, on motion of David 
Sanborn, "That the President and Clerk of the Board adver- 
tise for a loan of $15,000 to $20,000 for the purpose of erect- 
ing a suitable central school building for the use of the 
graded schools." 

Professor Churchill and Superintendent Roberts pre- 
sented at a meeting of the Board in January, 1864, pj^j^^ 
complete plans for a school building. These plans Adopted. 
had been drawn by G. P. Randall, a prominent school arch- 
itect of Chicago, and they were adopted, provided the build- 
ing would not cost over $20,000. It turned out, as such 
projects usually do, that the building could not be com- 
pleted for that amount ; and, as a result, the new school 
building was delayed one year. 



12 GALESBURG PUBLIC SCHOOLS 

It was found that not twenty thousand, but forty thou- 
sand dollars, would be required for the proposed 

Bonds for . . ^ f f 

f4o,ooo. new buildinof. After this shock some time elapsed 

Voted. * ^ 

before anyone had the courage to move in the 
matter, but all realized that a crisis was rapidly approach- 
ing. The people, who for nearly a decade had been asking 
for that central school building, so glowingly pictured and 
so strongly recommended by Horace Mann, in his address 
delivered in the old First Church, were becoming impa- 
tient ; the leases on the old Academy and the Colton build- 
ing on the Public Square, which had thus far furnished more 
than half the rooms for the schools of the district, would ex- 
pire the following year; and the Board knew that these 
leases could not be renewed. Something must be done. Ac- 
cordingly the Board, on motion of David Sanborn, decided, 
September 26, 1864, to submit to the voters of the city a 
proposition to issue bonds to the amount of $40,000 for 
the purpose of building a new schoolhouse. Now comes the 
surprise. The election was held November 21st, and there 
were 947 votes cast in favor of the bond issue to 16 against 
it. These bonds were issued by the City Council, in such 
amounts and at such times as requested by the Board of 
Education. This was the beginning of a practice that later 
involved the Board in a suit with the City Council to de- 
termine to what extent, if any, the City Council could pass 
upon the actions of the Board of Education. The first issue 
of these bonds was for $10,000, the time being three to five 
years and the rate of interest ten per cent. 

Everything now moved along smoothly. The plans of 
Building Architect Randall, somewhat modified, were 
Begun. adopted by the Board on February 15, 1865, and 
he was paid $600 for them. Directors Ward, Sanborn, 
Reed and Churchill were made a special Building Commit- 
tee to have charge of the construction of the building. The 
work was all done by the day except the plastering, which 
was let by contract to R. C. Haines for $1,400. H. D. 



PERIOD OF COLLEGE CONTROL: 1862-1874 13 

Bancroft was employed to superintend the stone and brick 
work at four dollars a day, and Joshua P. Chapman to super- 
intend the carpenter work at three dollars and a half a day. 
The wages of each of these men was later increased fifty 
cents a day. The amount paid for superintending- the con- 
struction of this building was about $2,000. The brick 
used in the building were made in the Johnson Brick Yard 
in the west part of the city and cost ten dollars a thousand. 

After the work on the building had been going on for 
about a year, it was discovered that the $40,000 
received from the sale of the bonds voted in 1864 Bonds 
would not be sufficient to complete the building 
itself, to say nothing of the heating apparatus and furniture 
required. There was nothing for the Board to do but to ask 
the people to vote more bonds. Accordingly an election 
was called for October 13, 1866, to vote on the proposition 
to issue bonds to the amount of $10,000, for the purpose 
of finishing the new school building. At this election there 
were only twenty-two votes cast, and they were all in favor 
of issuing the bonds. 

The building was heated by furnaces, and a system of 
ventilation was installed which was said at the Building 
time to be perfect. Dr. J. V. N. Standish, who pieted. 
was elected a member of the Board in June, 1864, was made 
chairman of the special committee that selected and pur- 
chased the furniture for the building. The last days of 1866 
saw the new building completed, and on the first Monday of 
1867 the schools quietly took possession of it. 

The people took great pride in the new building, and 
they were justified in doing so. It had been wise- upgj.ri„. 
ly, honestly and well built. It was both a credit *^^ "' 
and an ornament to the city. The State Teachers' Budding- 
Association showed its appreciation of what had been done 
in Galesburg for public education, by holding its annual 
meeting for 1867 in the new building. The building was 
named the High School, when perhaps a more appropriate 



14 GALESBURG PUBLIC SCHOOLS 

name would have been Central School. It had ten rooms 
furnished with sixty-three desks each, two recitation rooms, 
and a "chapel;" the last occupying the east half of the third 
floor. It thus provided more schoolrooms than the Board 
had ever rented at one time in the central part of the city, 
and they were so superior to the rented ones that a com- 
parison cannot be made. There was only one serious mis- 
take made in the building, and that was in the heating and 
ventilating apparatus. The furnaces never warmed the 
building sufficiently in cold weather, and they were a con- 
stant source of annoyance and expense until they were re- 
placed by a system of steam heat. As to the system of ven- 
tilation that was then pronounced "perfect," it is generally 
believed to-day that little was known about ventilation at 
that time. 

On the records of the Board is spread the following in- 
cost of formation in regard to the cost of construction, 
Buuding. which is of interest to the people of to-day : 
Cash paid for lumber, nails, slate roofing, and all other 
materials used by J. P. Chapman, and for labor under 

the department of carpenter and joiners' work $27,872.38 

Cash paid for stone and brick and labor used by H. D. 
Bancroft, and for all labor and material used in his de- 
partment of stone and brick work 19,458.20 

Cash paid Randall, Architect 600.00 

Cash paid Fuller, Warren & Co. for furnaces 2,100.00 

Cash paid R. C. Haines for plastering 1,400.00 

Cash paid Perry & Knights for gas fixtures 325.67 

Cash paid McNeely for bell 462.32 

Cash paid A. H. Andrews for school furniture 2,986.00 

Cash paid J. H. Knapp for slating for blackboards 135.00 

Cash paid Henry Jerauld for filling up lot 80.00 

Cash paid for freight on furniture and bell 296.87 

Total cost $55,716.44 

To this was added in July of the same year for fence and 

improvements by Boyd and others 1,053.47 

To this also should be added the cost of the land 2,500.00 

This makes the total cost $59,269.91 



PERIOD OF COLLEGE CONTROL: 1862-1874 IS 

There is quite a difference between this sum and $20,000, 
the amount originally intended to be placed in the building. 

The present High School, which cost nearly twice as 
much as this building, was completed for about fifteen per 
cent more than the original estimate. 

As already stated, the leases on the old Academy and 
Colton building expired in June, 1865. For four ^^^^ ^ 
years these two buildings had provided accommo- sessions, 
dations for about half the pupils in the city. What provis- 
ions were made for these pupils during the next year and a 
half, or until the new building was completed, is a matter of 
interest. For a part of the time two rooms were rented in 
the old Post Office building on Broad street, opposite the 
present Central Church ; after these were given up, a room 
on the Public Square was rented; the old Baptist Church 
building, situated where the present High School stands, 
was purchased and fitted up for school purposes. In these 
buildings and in the Simmons Street School, formerly 
called the Blanchard School, were held, from September, 
1865, to January, 1867, two distinct schools each day, one 
division of the pupils attending in the morning and the 
other in the afternoon. Some of the teachers taught half 
the day, while others taught all the day and received ad- 
ditional pay. 

It was during this time that the present High School 
site was acquired. When the Board purchased the 
old Baptist Church building in 1864 for $1,100, High 
the Baptist Society refused to sell the ground ; site Pur- 
however, in August, 1865, the Board succeeded in 
securing the land by a trade, giving lots seven and eight, 
where the present Baptist Church stands, and a U. S. bond 
for $500 in exchange for lots nine and ten, the present 
High School site. In this trade the Baptist Society consid- 
ered it received $2,500 for its property. 



16 GALESBURG PUBLIC SCHOOLS 

The annual school election of 1867 was the crisis of this 
Crisis of period ; it was more ; it was a crisis in the history 
1867. Qf ^hg Galesburg Public Schools. The whole 

trend of school affairs was changed by it. It is only in re- 
cent years that its blighting effect has not been felt. The 
two outgoing members were candidates for re-election. The 
following proposition was also submitted to the voters at 
the same election: "To allow the Board of Education to 
raise the sum of ten thousand dollars, by loan or taxation, 
for the purpose of building two new school buildings, re- 
pairing and fitting up old ones, furnishing the new hall, and 
improving the grounds." The candidates of the Board were 
defeated by a vote of 386 to 122, and the proposition to bor- 
row $10,000 by a vote of 412 to 94. This crushing defeat of 
the Board was caused probably not so much by what it had 
done in the past as from fear of what it might do in the fu- 
ture. It was certainly not wisdom on the part of the Board 
to ask for more money for building purposes at that time, 
and the wording of the proposition could not possibly have 
been worse. It invited defeat. The position of the Board 
was this : it had provided excellent accommodations for 
half the pupils of the city, and this made the other half all 
the more urgent in their demands for suitable school build- 
ings; they were in sore need of them; there could be no 
question about that ; and in their sincere desire to do justice 
to all, the Board submitted the question to a vote, ignoring 
all expediency in the case. The people had just completed 
the first school building, and it had placed upon them a debt 
of $50,000. This fact should have been recognized as being 
a sufficient reason for giving the people some time to rest. 
The defeat of this just but ill-timed demand for more school 
buildings immediately would have been a matter of small 
importance, had it not produced a condition that made good 
schoolhouses impossible when the time did come for build- 
ing them. The character of the ward schools that were 
afterwards built makes this point sufficiently clear. The 



PERIOD OF COLLEGE CONTROL: 1862-1874 17 

men who built the High School, would never have put up 
the ward schools that were built in the next ten years. The 
effect of this election was felt not only in the kind of school- 
houses that were built, but also among the citizens in a 
growing dissatisfaction with the character of the work done 
in the schools. Before this calendar year had closed it 
seemed necessary to the Board to vote a resolution of confi- 
dence in the Superintendent of Schools, which was done 
unanimously, on the motion of Director Henry R. Sander- 
son. However, a committee of five persons, not members of 
the Board, was appointed at the request of the Superintend- 
ent to make a personal visitation and examination of the 
schools and to report to the Board their condition and prog- 
ress. 

In the summer of 1867 an addition was made to the 
brick schoolhouse on East Main street, together i^ppo^e. 
with some repairs upon it. The job cost $206. ^|Se*in 
A lot on the southwest corner of Kellogg and ^*®'- 
Losey streets was purchased of S. M. Cox for $850. The 
Tryon schoolhouse with its fixtures was bought for $500 
and placed on this lot. A special committee was appointed 
to find a suitable lot in the Fourth Ward for a new school 
building. These were the improvements and additional ac- 
commodations provided this year. 

At the November meeting of the Board in 1868 a special 
committee which had been appointed in July pre- jr„n,th 
vious, on motion of Henry R. Sanderson, to select l^^ooi 
locations for new schoolhouses in the Fourth Building, 
Ward and the Fifth Ward, recommended a lot, ten by 
twelve rods, on the southeast corner of Mulberry street 
and Allen's avenue as a desirable site for a new 
schoolhouse in the Fourth Ward. The lot thus rec- 
ommended was purchased at this meeting for $1,550. 
In May, 1869, J. P. Chapman was employed to make plans 
for a four-room brick building. The contract for the con- 
struction of this building was let to M. D. Billings for 



18 GALESBURG PUBLIC SCHOOLS 

$8,800. It was supplied with stoves at a cost of $241.50 and 
the furniture cost $1,553.12. Lightning rods were placed on 
this building by J. W. Smith at twenty-five cents a foot and 
three dollars a point. This custom of placing lightning rods 
on the schoolhouses was continued until 1904. The total 
cost of the Fourth Ward School, including lot, building, 
furniture and heating, was $12,144.62. School was opened 
in it, January 10, 1870, just three years after the opening 
of the High School. After the Fourth Ward building was 
completed the Board seriously entertained the proposition 
to sell a part of the school lot. The matter was referred to 
the Finance Committee with power to act. This action is 
in striking contrast to that of the Board that purchased 
the Moshier lot in 1863 for the High School. 

It required three years of agitation to get the Fourth 
Board's Ward building which provided four schoolrooms, 
j^^city" ^"^ '^ t°°^ three years more to get another four- 
coancu. room building in the Fifth Ward. During these 
six years all the school buildings were overcrowded; the 
few tuition pupils were refused admission, and half-day 
sessions for the primary grades were resorted to. One 
cause of this delay in erecting new buildings was due, no 
doubt, to the fact that the Board of Education had become 
involved in a suit with the City Council to determine the 
Board's right to raise money for school purposes. The 
Board of Education early formed the habit of appointing, 
annually, a committee to wait on the City Council and re- 
quest it to levy a tax for the running expenses of the schools 
and to issue bonds for building schoolhouses. Naturally, 
under these circumstaiices the City Council was not long in 
coming to think that it was the guardian of the Board of 
Education. As might be expected, a body of men, elected 
for an entirely different purpose and having nothing to do 
with the conducting of the schools except to share the pub- 
lic funds with them when requested, would sooner or later 
come to the conclusion that the schools were calling for too 



PERIOD OF COLLEGE CONTROL: 1862-1874 19 

much money, and that it was necessary to exercise their 
right of guardianship. The following is a good illustration 
of the attitude of the Board of Education towards the City 
Council in those days : 

"Galesburg, 111., Feby 13, 1871. 
"The Board of Education would respectfully represent to the 
Honorable Mayor and City Council of the City of Galesburg that 
the present school accommodations of the Third and Fifth Wards 
are entirely inadequate to meet the necessities of the case. The 
Third Ward has one schoolhouse with seats for seventy-two pupils, 
while the number who ought at the present time to be received 
there without anticipating future increase, is two hundred and four- 
teen. In the Fifth Ward the case is still worse. Two hundred pu- 
pils of the primary and intermediate grades require accommoda- 
tions here, while there is at present room for but forty — and that in 
a building which for years has with difficulty been kept from falling 
to pieces of its own weight. A part of these scholars are now re- 
ceived in the High School building, thus crowding it to excess and 
overtaxing the teachers. In view of these facts, the Board of Edu- 
cation respectfully request the Common Council to submit to the 
voters of Galesburg at the approaching Charter election, a propo- 
sition to vote the sum of twenty thousand dollars ($20,000) for the 
purpose of building two schoolhouses, one in the Third Ward and 
one in the Fifth Ward, similar to the one recently completed in the 
Fourth Ward of this city." 

The City Council granted the above petition and sub- 
mitted to the voters at the city election the prop- ^^^ 
osition of raising twenty thousand dollars for new cuy*"** 
school buildings by a special school tax. There €;<>»•»«"• 
were 583 votes cast in favor of the special tax to 398 against 
it, but the Council refused to canvass the vote. The Board 
petitioned the Council to canvass the vote, but it still re- 
fused to do so. The Board then asked the Council to submit 
the question to arbitration. Judge C. B. Lawrence, a mem- 
ber of the Supreme Court and a resident of the city, to be 
the arbitrator. This, also, the Council declined to do. The 
Board again came to the City Council and petitioned it to 



20 GALESBURG PUBLIC SCHOOLS 

submit an agreed case to the Supreme Court, but it was of 
no avail. The City Council would do nothing in the matter. 
The Board of Education, as a result, was compelled to re- 
sort to other measures. It presented to the City Council in 
June, 1871, a tax levy of $28,000 for all school purposes for 
the coming year. This levy the Council refused to make, 
whereupon the Board brought suit in the Circuit Court, the 
result of which, after a jury trial to determine the facts, was 
a peremptory mandamus issued by Judge A. A. Smith, 
commanding the City Council to make the tax levy. The 
case was promptly appealed by the city to the Supreme 
Court. 

A different course was pursued with the tax levy of 
Tax Levy 1872. The Board of Education, on its own ac- 
of 1872. count, submitted to the voters of the city, July 
29th, a proposition to authorize it to raise $13,000 as a spe- 
cial school tax. There were 192 votes cast in favor of this 
proposition to 151 against it. A tax of $26,000 for all school 
purposes was levied this year. The change in the revenue 
law of 1872 made the point at issue in the case pending in 
the Supreme Court a matter of no further interest to the 
Board of Education, and it was accordingly dismissed by 
the city on the understanding that the Board would not ex- 
ercise the rights granted by the mandamus. Thus ended the 
litigation that had extended through fifteen months. 

At the first regular meeting of the Board after the spe- 
p,jf,„ cial tax of $13,000 had been authorized by the elec- 

slhooi t^O" l^^ld ^" July, it was voted, on motion of Di- 
BuiidinK. rector Huntington of the Seventh Ward, to build 
a schoolhouse in the Fifth Ward. It was more than a year 
before the building was completed. The plans were made 
by the Building Committee. The contract was awarded to 
A. Walbaum for $13,000 and Timothy Nash was appointed 
superintendent of construction. Furnaces were placed in 
the building at a cost of $450, and the furniture contract 



PERIOD OF COLLEGE CONTROL: 1862-1874 21 

was given to the National School Furniture Co. for 
$1,296.50. The grounds cost $1,650, thus making the total 
cost of the Fifth Ward School $16,396.50. School was 
opened in this building in September, 1873. 

There is an interesting fact connected with the purchase 
of the lot for this building, illustrating what ^ strange 
strange mistakes and gross negligence good and ^ustake. 
capable people sometimes fall into and how serious may be 
the consequences. On July 13, 1868, a lot twelve rods 
square, on the southeast corner of Academy and Knox 
streets, was purchased of M. L. Comstock for $1,350; but 
the schoolhouse stands on the northeast corner of Academy 
and Second streets, while there is nothing in the County 
Record's to show that the Board of Education ever owned 
either lot. On the records of the Board for May 8, 1871, 
however, is an account of an exchange of lots in the "Third 
Ward" with Mrs. Mary E. Rugar for $300, the difference 
to be paid her by the Board. There is evidently a mistake 
in the name of the ward in this record. It should read 
"Fifth Ward," not "Third Ward," for the County Records 
show that Knox College deeded to Mrs. Mary E. Rugar the 
land where the schoolhouse now stands, but there is no 
record that she ever deeded it to anyone; while there is a 
record that she received a deed from Joab Comstock for the 
lot twelve rods square on the southeast corner of Academy 
and Knox streets, the land originally purchased by the 
Board of Education. The mistake in the name of the ward 
in the Records of the Board may be explained by the fact 
that the committee which selected the present school site in 
the Fifth Ward, on the same trip of inspection examined 
several locations in the Third Ward for the purpose of de- 
termining, if possible, a school site in that ward. Thus the 
two wards separated by the diagonal of the city, one being 
in the southwest part and the other in the northeast part, 
were brought together in thought, and their names were ex- 
changed by the person making the record. 



22 GALESBURG PUBLIC SCHOOLS 

The last action taken in this period to provide school 
Third accommodations was on February 14, 1874, 

sit*'Fur- when four lots on the southeast corner of Cherry 
chased. ^nd Selden streets were purchased for $1,200 as a 
location for the Third Ward School. 

The first janitor employed by the Board of Education 
was Nels Swanson, and he continued to do all the 

Janitors. , . i r i i i • i t 

janitor work for the schools m the central part of 
the city to January, 1874, when he resigned, and John Mo- 
burg was appointed in his place. He never had fewer than 
two, and sometimes had three buildings to care for. The 
first year he took care of the old Academy and the Colton 
building for $15 per month. His salary was gradually in- 
creased, until, in 1867, it was fixed at $600 for the entire 
year, but after that year he received $50 per month while 
the schools were in session, and $20 a month during va- 
cation. The janitor work in the branch schools was done 
by boys who were paid, at first, twenty-five cents a week. 
In 1865, when the Board was paying sixteen cents a bushel 
for coal, these boys received twenty-five to fifty cents a 
week for their services. In those days boys of well-to-do 
parents were glad to do such work ; Wm. D. Sanborn, for 
example, was voted the sum of three dollars and twenty- 
five cents for ten weeks' service as janitor. It reminds one 
of what General Grant says in his Memoirs about his boy- 
hood days, "I did not like to work; but I did as much of it, 
while young, as grown men can be hired to do in these days, 
and attended school at the same time. It was only the very 
poor who were exempt from labor." 

The value of trees for shade and ornament was not un- 
Tree known in those early days. Messrs Allen, Arnold, 

Planting. ^^^ Claycomb gave some trees to the teachers and 
pupils of the Fourth Ward School, who planted them with 
proper exercises; and all the parties received a vote of 
thanks from the Board of Education. When the High 
School building was completed in 1867, Director J. V. N. 



PERIOD OF COLLEGE CONTROL: 1862-1874 23 

Standish was added to the Committee on Buildings and 
Grounds for the express purpose of ornamenting the High 
School grounds. This was all before Arbor Day was heard 
of. 

During the twelve years of this period the Board of Ed- 
ucation built the Depot School at a cost of $435 ; ^^^^"^ 
purchased the grounds and erected the High ^"nfs" 
School, a ten-room building, with a chapel, costing 
$59,269.62 ; the Fourth Ward School, a four-room building 
costing $12,144.62; the Fifth Ward School, another four- 
room building costing $16,396.50; also purchased the old 
Baptist Church building for $1,100, and later the grounds 
for $2,500, and the site for the Third Ward School for 
$1,200. This makes a total investment of $93,046.03 in per- 
manent improvements during the entire period. 

3. THE BOARD AND ITS RESPONSIBILITIES. 

The organization of the schools was, of course, a distinc- 
tive and prominent feature of this period. The ^y ^j^^., 
patrons, the Board of Education, the Superintend- Jlj;^^^®'^ 
ent, the teachers and the pupils, were the parties thoB**"^- 
involved. During the time in which they were learning the 
scope of their rights and duties by actual experience, some 
confusion and friction unavoidably occurred. This sig- 
nificant entry is made in the records of these early years : 
"It was voted that the Clerk is hereby directed to publish in 
the Free Democrat the monthly proceedings of this Board, 
omitting such personal matters as he may deem not ex- 
pedient to publish." 

The Board of Education being the source of all power 
and authority, at first everyone in doubt or trouble went to 
it for guidance or relief. 

The parent whose child had not been advanced or had 
been, in his judgment, mistreated by the teacher, Dissatis- 
appeared before the Board and made complaint, ents. 
In all such cases a committee would be appointed to investi- 



24 GALESBURG PUBLIC SCHOOLS 

gate and make its report at the next meeting. There is a 
record of at least sixteen such cases in the first few years. 
In most of the cases the teacher was sustained, but in three 
of them she was censured by a vote of the Board, and the 
Clerk was directed to notify her of its action. Three peti- 
tions signed by citizens, asking for the transfer or dismissal 
of teachers, were presented to the Board. This course of 
action, in time, bore its fruit. In 1864 two of the teachers 
were taken into court and fined. The climax had been 
reached. Professor George Churchill, a member of the 
Board, arose to the occasion. At the December meeting in 
1864 he presented the following ringing resolution. It no 
doubt expressed the best opinion of the community at that 
time, and it has represented the attitude of the Board on 
school discipline from that day to this. 

The resolution on school discipline oflfered by Professor 
Resolution Churchill and adopted by the Board in December, 
cipune. 1864, was as follows : 

"Inasmuch as two of our teachers have been in- 
volved in legal prosecutions by reason of inflicting corporal punish- 
ment upon their pupils, we deem it proper to give our teachers 
some rule of action in regard to it. And first, we wish it distinctly- 
understood that good order must always be maintained in all the 
schools. To accomplish this we urge upon the teachers the use of 
their tact, kindness and firmness; appeals to the nobler nature of 
the scholar, and a generous trust in his honor. But when all these 
fail, as fail they sometimes will, one of two courses must be re- 
sorted to — expulsion, or corporal punishment. The former we cannot 
recommend, as school is the proper place for the cultivation of good 
manners and morals, which such scholars especially need. Hence, 
the latter becomes a necessity. And we distinctly say to both 
teachers and scholars, that we stand by and defend the teachers in 
the use of corporal punishment when it seems absolutely necessary 
to the maintainance of good order in the school, cautioning the 
teachers in its use to temper it with the most prudent measures the 
circumstances will allow; while at the same time, they promptly, 
completely and unconditionally subdue the pupil under discipline. 
Furthermore we request parents feeling aggrieved at the course of 
any of our teachers, to enter complaints to the Board of Education 



PERIOD OF COLLEGE CONTROL: 1862-1874 25 

rather than attempt to seek redress before a legal tribunal, thus 
breaking down the authority of the teacher over all the pupils, and 
directly tending to destroy good order and discipline in all the 
schools." 

It would not be correct to infer from the foregoing reso- 
lution that pupils in those days were never ex- 

"^ Pupils 

pelled from school, for there are records of several sometimes 

. . Expelled. 

cases of suspensions and expulsions. The follow- 
ing rule was adopted in May, 1865, on motion of Professor 
Churchill himself: "Any scholar convicted of presenting 
forged excuses to a teacher shall be expelled from school 
without power of re-instatement except by a unanimous 
vote of the entire Board of Education." As late as 1870, 
Professor Churchill and Superintendent Roberts were ap- 
pointed a committee to prepare and have printed a "Circular 
to Parents on the Duties of Parents and the Manner of Con- 
ducting Schools." 

The teacher as well as the parent came to the Board, and 
on some very trivial matters, as, for example, to 

'^ Teachers 

ask for a day's leave of absence or to have the come to 

1 1 • 1 1 rr^ ^^^ Board. 

desks in her room rearranged. Two teachers occu- 
pying the same room could not agree as to the way the 
desks should be arranged, and they brought the problem to 
the Board for its decision. To decide this momentous ques- 
tion the following resolution was adopted : "Resolved, That 
Professor Standish of Lombard University, Professor Com- 
stock of Knox College, and J. H. Knapp, County Superin- 
tendent of Schools, be, and are hereby appointed a Commit- 
tee to decide how the seats shall be arranged in the room 
occupied by the two lady teachers and that their decision 
shall be final." This was in 1864, and it is interesting to 
note that the resolution provided for both of the colleges 
being represented in the case. 

It would be interesting to know how much of this rest- 
lessness under restraint was due to the new conditions, how 



26 GALESBURG PUBLIC SCHOOLS 

much to the severity of the rules, and how much to the spirit 
of the times. 

The length of the noon recess seems to have given the 
Noon Board some trouble. It was made at first a half 

Becees. hour ; in a short time it was changed to an hour; 
and the next month it was made an hour and a half. An at- 
tempt was made apparently to adjust it to the varying 
length of the days, for this formula was repeated several 
times. The question was permanently settled in November, 
1864, on motion of Professor Churchill. The noon recess waa 
made an hour and a half at that time, and it has remained so 
to the present time. No other single act of the Board has 
contributed so much to the health of the pupils. The time is 
sufficiently long to allow a pupil living in any part of the 
city to walk to his home, get his usual meal and return in 
time for the afternoon session. In order to conserve his 
health what does the pupil need more, after being confined 
in the schoolroom during the morning session, than to fol- 
low this program ; and what would better prepare him for 
doing effective work in the afternoon session? This is par- 
ticularly true in regard to the High School students. 

Examinations played a prominent part in those days. 
Examina- Apparently nothing in the whole system was quite 
tions. gQ important, and the greatest care was exercised 

in seeing that they were conducted without prejudice, for it 
was a process of sifting the chaff from the grain. One of the 
standing committees of the Board was the Examining Com- 
mittee. It was composed of five members ; two citizens, two 
members of the Board, and the Superintendent of the 
Schools. Its duty was to examine all applicants for 
positions as teachers in the schools, and it held 
meetings for this purpose at stated times, due no- 
tice of which appeared in the city paper. With all 
this efifort to be fair and just, the Board did not escape 
criticism. It was said, "Is not a majority of the committee 
connected with the Board?" The advisability of appointing 



PERIOD OF COLLEGE CONTROL: 1862-1874 27 

an examining committee composed entirely of members out- 
side of the Board, was at one time seriously considered. 
However, in 1865 and thereafter, three members of the 
Board and the Superintendent of Schools were made the 
Examining Committee. All pupils admitted to the High 
School were examined by a committee of the Board and the 
Superintendent. There were two regular examinations each 
year in the grades; one at the close of the first term in De- 
cember, which, so far as practicable, was written; and one, 
at the close of the second term, which was oral and to which 
parents and friends were especially invited. For a pupil to 
be absent from one of these examinations meant suspension 
from school. 

The Board of Education was slow in learning to use its 
standing committees to do the detail work. It at- 
tempted to attend to everything itself as a body, of 
Not until June, 1873, did it have a committee to 
recommend the appointment of teachers; and then it was 
made only a special committee for that year. It was ap- 
pointed on the motion of Director Fred A. Willoughby. 
Previous to this time there was no particular method of se- 
lecting the teachers. They were elected singly, or in groups, 
at different meetings during the vacation, on motion of some 
member of the Board. The informal ballot was called for in 
some of the elections. The assignment of the teachers to 
their positions was made at a diflferent time, in the same 
way — by a vote of the Board ; frequently the salaries were 
determined at still another meeting. There were years 
when scarcely a meeting was held at which some member 
did not move to have the salary of some certain teacher in- 
creased. At the end of a term it was not unusual, by vote 
of the Board, to change the positions of several teachers. 
Nothing ever seemed settled for the year. This method of 
doing business was either the source or the result of a great 
deal of unrest and dissatisfaction among the teachers. As 
the Board gradually learned to delegate some of its powers 



28 GALESBURG PUBLIC SCHOOLS 

to its committees, superintendent and teachers, an orderly 
system of school management was developed. 

4. POSITION OF THE SUPERINTENDENT; REGULATIONS FOR 
TEACHERS AND PUPILS. 

The head of the school system, Mr. J. B. Roberts, was at 
first called Principal, then Principal-Superintendent and 
finally Superintendent. These names indicate the evolution 
of the office ; they appear, however, interchangeably from 
the first. In re-electing Mr. Roberts in 1866, the term 
"Superintendent of City Schools" was first formally used. 
The record reads, "It was voted, on motion of Professor 
Standish, that Mr. Roberts be hereby continued as Superin- 
tendent of City Schools until otherwise ordered by the 
Board." This settled the tenure of the superintendency for 
Mr. Roberts, for he continued to fill that office without re- 
election for eight years, or until he handed in his resigna- 
tion in 1874. Mr. Roberts was at first Principal of the High 
School and devoted his time mainly to teaching, having only 
a very general and limited supervision of the primary 
schools, or branch schools, as the ward schools were orig- 
inally called. The Grammar School in the Colton building 
was independent of his jurisdiction during the time Mr. 
Blunt was in charge of it. 

At the November meeting in 1862, Mr. Roberts was 
given the authority to make such changes among 

Powers of ^, , . / , , , , , • 

the Super- the tcachcrs m the graded schools and require 

intendent. , , . , , , . , . , - 

such duties of the teachers in the primary schools 
as, in his judgment, the interests of the schools demanded. 
At the next regular meeting he was given power to grade 
the schools according to his judgment; no pupil could be 
transferred from one room to another without his permis- 
sion. Before this school year closed, the rules of the Board 
were so amended that the Superintendent could make such 
reports to the Board as he might desire, exactly as if he were 
a member of the Board. The earliest printed rules and 



PERIOD OF COLLEGE CONTROL: 1862-1874 29 

regulations that can now be found were adopted in June, 
1863. Of the eight rules defining the duties of the Superin- 
tendent, the first six remain unchanged to this day. Mr. 
Roberts was given power in 1864 to employ substitutes 
when teachers were sick. He was authorized in 1868 to 
have the necessary repairs made upon the several school- 
houses. Superintendent Roberts continued to give the most 
of his time as teacher in the High School until August, 1868, 
when, on motion of Henry R. Sanderson, it was voted that, 
in the opinion of the Board, the time of the Superintendent 
for the ensuing year should be wholly devoted to the general 
supervision of the schools. 

The salary of the Principal, or Superintendent, of Schools, 
was made, in 1862, $55 per month for the time the 

11 • • 1 • 1 rM-r-/-v r Salary of 

schools were m session ; this amounted to $550 for superin- 
the year. In 1863 it was made $700 ; in 1864, 
$1,000; in 1865, $1,200; in 1867, $1,400; and in 1871 it was 
fixed at $1,800. 

When a person was appointed as a teacher, neither the 
salary nor the position was determined ; these were 
settled later. Teachers were required to teach six xheir du- 
full hours each day, three in the forenoon and 
three in the afternoon. The teachers in the primary divis- 
ions were allowed to close their schools thirty minutes earl- 
ier each session, but they were required to hold themselves 
in readiness to render such assistance in the other rooms as 
might be required of them during the remainder of the ses- 
sion. In 1865 this provision was so changed as to allow 
them to take the entire hour from the afternoon session, 
which was certainly not a part of wisdom, if the shortening 
of the school hours was for the benefit of the pupils. All the 
schools closed a half hour earlier on Friday afternoons. 

Teachers who were absent for a day, or any part of a 
day, forfeited their wages for the time absent ; but the sum 
of such forfeitures might be restored by a vote of the Board. 
There was a positive rule that the Board would not pay for 



30 GALESBURG PUBLIC SCHOOLS 

the substitute when a teacher was absent on account of sick- 
ness, but there are some cases on record where the teachers 
prevailed upon the Board to make exceptions to this rule. 
The teachers were required in 1867 to meet once in two 
weeks on Friday afternoon at three o'clock, and it was made 
the duty of the Superintendent to report to the Board the 
names of any teachers who were absent from these meet- 
ings. They were given two half days each term for the 
purpose of visiting the rooms of the other teachers. They 
could not read nor distribute any advertisement, nor allow 
any advertisement to be read or distributed in any school- 
room or upon any of the school premises without permission 
from the Superintendent. All teachers above the primary 
division were required to make out, from time to time, a 
report of the attendance and scholarship of their pupils and 
to send a copy of the same to the parents. They were al- 
lowed to detain a pupil for a reasonable length of time after 
the regular hour for dismissing school, either for purpose of 
discipline or to make up neglected lessons. In cases of will- 
ful and persistent violations of any of the rules prescribed 
by the Board, teachers were given the power to suspend 
such pupils, but they were required to notify immediately 
the parent and the Superintendent, stating the cause of the 
suspension. Under certain conditions they were also al- 
lowed to suspend pupils who were not provided with the 
books required by the Board. 

The question of salaries caused the Board of Education 
^ , . no end of trouble. It came up in some form or 

Salaries . ^ 

o« Other at almost every meeting for years. If it 

was not a petition from all the teachers or from a 
group of them, it would be from some individual teacher or 
from some member of the Board moving that the wages of a 
certain teacher be increased to a stated amount. It is not 
surprising that the question was not allowed to rest, when 
the smallness of the salary paid at that time is considered. 
The first member of the Board to champion the cause of the 



PERIOD OF COLLEGE CONTROL: 1862-1874 31 

teachers in their efforts to secure better pay, was Dr. I. N. 
Candee, a member from the Fifth Ward. After Professor 
Churchill was elected to the Board, he became their chief 
advocate. For the first four years of this period the teach- 
ers were employed by the week, the year consisting of forty 
weeks. Five dollars a week was the "wages" paid all teach- 
ers in 1862, except the assistant in the High School, who re- 
ceived six dollars a week. A committee was appointed in 
December, 1862, on motion of Dr. Candee, to inquire into 
the expediency of raising the wages of the teachers. A pe- 
tition asking for an advance in wages was received by the 
Board (from the lady teachers) in January, 1863. The sub- 
ject was considered at some length, but no action was taken. 
In July, 1863, Dr. Candee again asked that a committee be 
appointed to investigate the question of the adjustment of 
teachers' salaries. Such a committee was appointed and or- 
dered to report at the next meeting. It reported in favor of 
paying the assistant in the High School seven dollars a 
week and the assistant in the grammar department six dol- 
lars a week. This report, which thus recommended an in- 
crease of one dollar a week for two teachers, was adopted. 
In this year, one teacher, who seems to have been more per- 
sistent than the others, filed a separate petition to have her 
salary increased. The matter was referred to one of the 
directors who reported at the next meeting that he had 
made an arrangement whereby the teacher was to receive 
three dollars a week over and above the amount paid for 
her board and washing. The first advance of salaries worth 
mentioning was made in June, 1864. The salaries of two 
teachers were raised to eight dollars a week; those of four 
teachers, to seven dollars a week; and those of all the other 
teachers, to six dollars a week. In January, 1865, on mo- 
tion of Professor Churchill, it was voted to raise the sal- 
aries of all teachers who were receiving six dollars a week, 
to seven dollars. In February, 1865, seven teachers peti- 
tioned to have their salaries increased and, on motion of 



32 GALESBURG PUBLIC SCHOOLS 

Professor Churchill, it was voted to make the salaries of all 
teachers eight dollars a week. When the teachers were ap- 
pointed for the next year there was no increase of salaries, 
but during the year several teachers succeeded in having 
their salaries raised on separate motions made at different 
times. A decided advance in salaries was made in July, 
1866, as may be seen by the following action of the Board 
which was taken on motion of Professor Churchill, viz : 
"That the salaries in the intermediate and primary depart- 
ments be $450 per year, and that the teachers be required 
to obey fully and literally the regulations of the Board con- 
cerning the attendance upon Teachers' Institutes and shall 
not teach select or private schools during any vacation." 

The next year brought the election of 1867, and no 
further advance in salaries could be expected after that date. 
It would have been surprising if they had not been reduced. 
When the reactionary Board came into full control the sal- 
aries of the teachers were cut ten per cent, but it was done 
in a way that did not reduce the size of their orders. 

In June, 1869, the Board voted to employ the teachers by 
School ^^^ month ; and then, at the same meeting, it voted 
Shortened, ^q havc not Icss than nine months of school. The 
length of the school year up to this date had been ten 
months. This brought from the teachers a general petition 
to have their salaries increased, which was respectfully 
denied. 

Many requests for the use of schoolrooms for private 
schools were made by the teachers ; and during the year 
many applied separately to the Board asking for an in- 
crease of salary. The result of this agitation was that the 
schools were in session for nine and one-half months that 
year, and for the following year nine months and three 
weeks. The third year, however, the schools were in session 
for nine months. For the next three years the schools were 
in session for nine and one-half months, when, in 1876, the 
school year was reduced to nine months. In 1879 the 



— Ik. 



C S. COUTON 









GEO VV BPOV 









GEO VV FOOTE 



EVeuVN STRO^ 





>■•• THOMPSOh 



■ G WENZELMANN 



FIRST WARD 

The Representatives of the First Ward on the Board of Education 

since its First Organization in June, 1861. 



PERIOD OF COLLEGE CONTROL: 1862-1874 33 

schools were in session nine months and one week ; after 
which date to the present time, the school year has been 
nine months. Thus the action of the Board in 1869 in 
shortening the school year one month, finally won the de- 
liberate approval of the people ; and thus a measure orig- 
inally inaugurated for economy was eventually accepted for 
educational reasons. 

The time and method of paying the teachers varied 
greatly. In 1862 the Clerk was ordered to pay the 

, . . Payment 

salaries at such times and for such amounts as the of sai- 

1 1-1 -111 • 1 1- 1 aries. 

teachers desired, provided the amount paid did not 
exceed in any case the wages due. At the beginning of one 
year it was voted to pay the salaries at the end of the win- 
ter term and after that monthly for the remainder of the 
year. At another time the Clerk was directed to issue or- 
ders monthly to teachers who might desire their pay. The 
salaries were allowed monthly by the auditing committee in 
1867. This was done because there was frequently no quo- 
rum at the regular meeting of the Board. It was not until 
1868 that money could not be drawn from the treasury with- 
out an order signed by the President and by the Secretary, 
and duly authorized by the Board of Education. This rule 
was made on motion of Director Alfred Knowles. In the 
later years of this period and for many years thereafter the 
salaries were allowed whenever the Board met, for the 
length of time the teachers had taught since the last meet- 
ing. 

The Knox County Institute was an influential organiza- 
tion in those days, and it did much to advance the 

r 11- 1 • 1 • t • , Knox 

cause or public education by stimulating the county 

, ~ . . , . , , Institute. 

teachers to greater proficiency in their work and 
by awakening the public mind to the importance of the 
common schools. The faculties of Knox and Lombard took 
a prominent part in its annual deliberations and the teach- 
ers of the city schools generally attended. The Board of 



34 GALESBURG PUBLIC SCHOOLS 

Education appreciated its work. In 1863 it gave the teach- 
ers two days to attend the sessions of the County Institute 
at Wataga; in 1865 it closed the schools and requested the 
teachers to attend the Institute at Oneida; and in 1872 the 
schools were closed and the teachers required to attend the 
sessions of the Institute held in the High School building. 
The teachers petitioned the Board to be excused from at- 
tending its meeting in Knoxville in 1868. 

At one time the Board provided educational journals for 

the teachers. At the January meeting in 1867, on 

tionai motion of Professor Churchill, it voted to sub- 

JouniAls. 

scribe for fifteen copies of the Illinois Teacher, two 
copies of the Massachusetts Teacher, one copy each of the 
New York Teacher, the New York Educational Monthly, 
and Barnard's Journal of Education — twenty copies in all. 
There were many rules for governing the pupils adopted 
during this period, some of which were very 
Pupils'*"^ strict ; a few of these still remain among the pres- 
ent printed rules and regulations, obsolete, 
though never formally repealed. In 1862 the Board voted 
that the boys and the girls should not be permitted to have 
their recesses at the same time. This rule did not apply to 
the branch schools. A rule requiring all pupils to be vac- 
cinated before entering school was adopted in December, 
1865. When the High School building was opened this was 
the rule for tardiness: "Tardy pupils are not to loiter about 
the doors nor in the yard; but, immediately upon arriving, 
they shall enter the basement and there remain quietly un- 
til called to the Principal's room, where they must receive a 
pass before entering their rooms." Stringent as was this 
rule, it did not prove effective, for under it tardiness flour- 
ished to an alarming extent. As many as a thousand cases 
of tardiness occurred in a single month, which is as large a 
number as now occurs in a year, with more than twice the 
number of pupils enrolled. 



PERIOD OF COLLEGE CONTROL: 1862-1874 35 

5. COURSE OF STUDY. 

In the Public Library is a single copy of the Superin- 
tendent's Report for the school year ending June, 1865, and 
in this little pamphlet of twenty-two pages is contained the 
only copy, so far as is known, of a course of study pursued 
in the schools during this period. From this Report it is 
learned that the work below the High School, in 1865, re- 
quired only seven years, and it was arranged in three divis- 
ions : the primary division, comprising grades seventh 
and sixth ; the intermediate division, grades fifth, fourth, 
and third ; and the grammar division, grades second and 
first. It will be seen that the grades were then numbered in 
the reverse order from what they are to-day. Grade one, for 
example, was then the last year in the elementary schools, 
while to-day it is the first. In analyzing the course of 
study, the present method of numbering the grades will be 
used as it will make for clearness. 

In the first grade, or year, the pupils were taught read- 
ing from the blackboard and chart, Primer and 

. Beading. 

First Reader; in the second grade, the Second 
Reader and part of the Third ; in the third grade the Third 
Reader was completed, with punctuation, definitions and 
parts of speech ; in the fourth, fifth and sixth grades the 
Fourth Reader was used, with punctuation and elementary 
sounds ; in the seventh grade the Fifth Reader was used. 
Wilson's Readers were the text-books in use. Much empha- 
sis was placed on good oral reading. The Board voted at 
different times the sum of five or ten dollars to be given as 
prizes for the best readers. In the fall of 1870 the teachers 
were requested by the Board to meet every second week on 
Thursday evening to practice reading. 

Arithmetic was taught in all the grades. Pupils were 
taught in the first grade to count, to add with ob- ^rith- 
jects, and to use a table book; in the second "*"*'• 
grade they completed the table book and took up combina- 



36 GALESBURG PUBLIC SCHOOLS 

tion of numbers and the multiplication table; in the third 
grade, the first half of the primary arithmetic, and rudi- 
ments of arithmetic to long division ; in the fourth grade 
primary arithmetic was completed, with rapid combination 
of numbers, and rudiments of arithmetic to decimal frac- 
tions; in the fifth grade rudiments of arithmetic was com- 
pleted and intellectual arithmetic begun; in the sixth grade 
they were given practical arithmetic to longitude and 
time, with review, and intellectual arithmetic to percent- 
age ; in the seventh grade practical arithmetic was com- 
pleted and reviewed, together with intellectual arithmetic. 
Robinson's Arithmetics were the series of text-books in use. 

Geography was taught in all the grades except the first. 
Geog- '^^^ primary geography was completed in the 

raphy. second grade; in the third grade the first half of 

the introductory geography; in the fourth grade the intro- 
ductory geography was completed, with mapping; in the 
sixth grade geography to Asia, with review, and map draw- 
ing; in the seventh grade geography was completed and re- 
viewed, with map drawing from memory. The geographies 
used were Allen's Primary, Colton and Fitch's Intro- 
ductory, and Mitchell's New Intermediate. 

Some language work was probably taught in connection 
Grammar, with reading and spelling in the first three 
grades. Parts of speech were taught in the fourth grade ; in 
the fifth grade parts of speech, compositions and decla- 
mations and analysis ; in the sixth grade Clark's Grammar 
to syntax, with review ; and in the seventh grade Clark's 
Grammar was completed and reviewed. 

Spelling was taught by letters and sounds in the first 
year; in the second grade written and oral spell- 

Spelllng. . ° . 

mg, the latter both by letters and sounds; in the 
third and fourth grades by letters and sounds, with Primary 
Speller, and with formation of sentences ; and in the fifth and 
sixth grades both oral and written, with definitions from 
speller and reader. Spelling was not taught in the seventh 



PERIOD OF COLLEGE CONTROL: 1862-1874 37 

grade, or year. The text-books used were Wilson's Primary- 
Speller, Saunders' Speller, and Parker and Watson's Speller. 
All pupils above the second grade were required to be 
provided with dictionaries. 

Miseel- 

Goodrich's United States History was begun laneous 

Branches. 

and completed in the seventh grade. 

Writing was taught throughout the grammar and inter- 
mediate divisions, that is, in all the grades above the sec- 
ond. 

In the first grade were frequent physical exercises, 
marching, singing, and recitations. 

Geometry was taught in the last four years of the ele- 
mentary school. Oral lessons were given from Hill's First 
Lessons in Geometry in grades four and five, and the book 
was used as a regular text in the hands of the pupils in 
grades six and seven. 

Oral instruction was given in the first five grades, or 
years, as follows : first grade, common things, ^^^j j^^, 
form, color, animals, size, general qualities of mat- struction. 
ter, trades, professions, morals and manners; second grade, 
the five senses, sound, light, air, water, printing, writing 
and measurements; third grade, form, animals, foreign pro- 
ducts, etc. ; fourth grade, historical sketches, minerals, 
sound, light, forces of nature and oral lessons in geometry ; 
fifth grade, properties of matter, laws of motion, physiology 
and hygiene, and Hill's First Lessons in Geometry. 

This was the course of study in 1865. What changes 
were made in it during the nine remaining years 
of this period, there is no means of knowing, as the tirades 
records of the Board are silent on the matter and High 

P • 1 • 1 , School. 

no copies of any reports printed in those days are 
extant. However, from the attendance records for June, 
1874, it would seem that there were ten grades below the 
High School. This was probably the case, as it is known 
that at that date there were as many as twelve grades in 
some cities below what was called the High School. 



38 GALESBURG PUBLIC SCHOOLS 

6. THE HIGH SCHOOL AND THE COLLEGES. 

The High School was the department of the free school 
High system which the colleges, from the first, did not 

School. IqqJ^ upon with favor, thinking no doubt that it 
might do some of their work and consequently might get 
some of their students. Such danger was minimized in this 
period by the fact that the Board of Education was under 
the influence of the colleges, and as a result perfect har- 
mony prevailed among the three institutions. The tuition 
for the High School was made the same as that at Knox 
Academy; the High School carefully observed the customs 
of the colleges, for example, closing on the Day of Prayer 
for Colleges and Seminaries of Learning; and the following 
agreement was entered into by all, as reported to the Board, 
October 10, 1864: "We have consulted with the faculties of 
the colleges, and with their concurrence agree that no pupil 
under censure from either one of said schools shall be re- 
ceived into the other schools during the passing term in 
which they have been censured, and the teacher of any 
school which shall have a pupil under censure, shall inform 
the faculties of the other schools of said fact." There is a 
record that the President of one of the colleges was notified 
by the Board that by allowing a certain student to attend his 
college he was violating this agreement. 

While there was much care exercised in fixing the rate 
Effect of °^ tuition, yet it never amounted in any one year 
School ^^ ^o much as seventy-five dollars — generally 
"egf At- much less. Thus it is evident that the High School 
tendance, ^jj^j j^q^- aflfect the attendance at the colleges from 
this source to any appreciable extent, nor did it detract very 
materially from the attendance of the resident students, for 
its highest enrollment in any month of this entire period was 
only eighty pupils ; it was generally about sixty. It is true 
that the attendance at Knox Academy was reduced two 
hundred by the opening of the public schools. Less than 



PERIOD OF COLLEGE CONTROL: 1862-1874 39 

one-third of these could have entered the High School; the 
others must have gone into the grades. 

The High School was opened October 14, 1861, in the 
old Academy building on the north side of the Location 
Public Square, west of Broad street, v^^here it re- High* 
mained four years, when it was moved to the old school. 
Baptist Church, on the northwest corner of Broad and 
Tompkins streets. Here it held half-day sessions for a year 
and a half, when, in January, 1867, it was moved into the 
High School building, now the Churchill School. At first it 
occupied Room E in this building, but in January, 1868, it 
was transferred to what was then called the Chapel, which 
was the east half of the third floor of the High School build- 
ing. This last change was caused by the crowded condition 
of the schools at that time. After the Fifth Ward School 
was opened, the High School was moved back to Room E. 

The Superintendent acted as Principal until June, 1868, 
when Edward Hayes was elected Principal at a 

■^ Principals 

salary of $1,200 a year. Mr. Hayes served one of High 
year, when Mrs. Sarah M. McCall was appointed 
Principal at a salary of sixty dollars per month. Mrs, 
McCall was Principal for seven years. 

The attendance of pupils decreased in the latter part of 
this period. The future of the High School was jj. j^ 
anything but encouraging at this time. No one l^^'J"*''* 
was graduated from the High School in 1870; i'op"'". 
there was only one graduate in 1871, and none in 1872. The 
Teachers' Committee was directed, in July, 1872, to inquire 
if the services of the assistant could not be dispensed with, 
and in June, 1873, the Committee on Rules and Regulations 
was directed to report at the next meeting on the advisa- 
bility of discontinuing the study of Latin and German in the 
High School. The question was under discussion at two 
meetings of the Board, and it was finally decided to drop 
the German but to continue the study of Latin. This oppo- 



40 GALESBURG PUBLIC SCHOOLS 

sition to the High School was not confined to Galesburg-; it 
was general throv:ghout the state at that time. 

There were no graduating exercises in this period. Di- 
plomas were not given until Tune, 1865. At this 

Graduat- . ° . . 

ing Ex- date diplomas were issued to six persons for the 

ercises. 

Class of 1863. five persons for the Class of 1864, 
and five persons for the Class of 1865. The number of per- 
sons who graduated from the High School in this period of 
twelve years was thirty. 

In the Report published in 1865, appears the following 
Course of Statement as a preface to the course of study : 
study. "Pupils are admitted to the High School upon 
passing examinations in the subjects of the grammar de- 
partment. The present course of study can be completed in 
about two years. It is proposed to add another year to the 
course when our High School will compare favorably with 
similar institutions in other cities. The course is designed 
to embrace all that pertains to a fair English education, and 
to fit those who complete it for business or teaching." 
Mathematics in this course consisted of seven months of 
algebra, seven months of geometry, and three months of 
arithmetical exercises; Latin was given seventeen months; 
the sciences consisted of natural philosophy and astron- 
omy, which were given seven months each, natural history, 
physiology, botany and physical geography three months 
each ; three months of rhetoric constituted the course in 
English ; and three months were given to the Constitution 
of the United States. The following note is added: "Com- 
positions, declamations, reading, spelling, writing, drawing 
and bookkeeping, will form a part of the stated general ex- 
ercises throughout the course." 

In 1867 the boys of the High School organized a literary 
Literary socicty, which met once a week for the purpose of 
Society. improvement in public speaking and debating. 



PERIOD OF COLLEGE CONTROL: 1862-1874 41 

A word should be spoken of the third year that was to 
be added. At a meetinef of the Board in Decern- „. _. . ^ 

° The Third 

ber, 1866, according to the following record, "It ^^^'• 
was voted that Messrs. Churchill, Roberts and Standish 
prepare a program of studies for a third year in the course 
and submit the same to this Board at their earliest con- 
venience." There is no record that this committee ever 
made its report. A possible explanation of its failure to re- 
port may be due to the fact that within six months of its 
appointment the reactionary period set in. There is no 
record of the third year until 1878. 

7. THE QUESTION OF COLOR. 

The school charter, which was granted by the Legisla- 
ture in 1859, contains no provision for the education of col- 
ored children. This was a strange omission, considering 
that Galesburg was, at that time, noted for its abolition sen- 
timent and was one of the stations on the Underground 
Railroad. In providing for taking the school census, the 
charter uses the term "white children" only; and in defin- 
ing the qualifications for admission to the schools, the 
phrase, "all free white persons" is used. 

The subject of a separate school for the benefit of the 
colored children of the city was introduced at a 
meeting of the Board of Education held July 22, colored 

io^T 1 r 1- • • , , School. 

1qo6, and, alter some discussion, it was voted that 
the Board would furnish a teacher and pay all the ex- 
penses of conducting such a school, if the colored people 
would furnish a suitable room for the purpose at their own 
expense. This would seem to indicate that the idea of a 
separate school for colored children originated with the col- 
ored people themselves, which would not be at all strange. 
A separate school for colored children was opened in Sep- 
tember, 1863, with Miss Mary Allen West as teacher. In 
September of this year the Board voted, "That the colored 
children in the district are expected to attend the school pro- 



42 GALESBURG PUBLIC SCHOOLS 

vided for them, and no other." There is no record indicat- 
ing the location of this school. It was probably in the old 
Post Office building on South Broad street. There were 
sixty pupils enrolled the first month and ninety-five the 
fourth month, when the smaller children were dismissed at 
noon and all the time in the afternoon was devoted to the 
larger ones. The total number of colored pupils enrolled 
this year was reported to be 134. The total enrollment for 
1910 was 110. The colored population of the city at that 
time was 357, of whom 185 were under twenty-one years of 
age. Miss West received for her services the munificent 
sum of six dollars a week. This is the Mary Allen West 
who lived to achieve a state, if not a national, reputation as 
an educator and temperance worker. 

The colored school was moved in January, 1866, to the 
^ , ^ south room of the Monmouth Street School, and it 

Colored ' 

Teachers wslS placcd in charge of C. A. Williams, a colored 
Colored man. It would seem that the Board this year 

Schools. • J 1 • 

tried the experiment of having the colored pupils 
taught by teachers of their own race. In addition to the 
school taught by Mr. Williams, there was at the same time 
a colored school on Mulberry street, taught by Mrs. Eliza- 
beth Mitchem, a colored woman, and another in the "west 
part of the city," taught by Miss Calkins. There were as 
many as eight different colored teachers employed that year 
to teach those three schools, some teaching not longer than 
a week. The plan was evidently unsatisfactory, as it was 
abandoned when the High School building was opened in 
January, 1867. 

On the opening of the High School, the Simmons Street 

School was made a colored school for the primary 
lt^t°and children, while those of the advanced grades were 
Easoiain ^^^^ ^^ ^^^ ^^^^^ regular schools. It was voted by 
Ltoo^. the Board in January, 1868, "That in view of the 

present crowded condition of the rooms in the 
High School building and that the rooms in the colored 



PERIOD OF COLLEGE CONTROL: 1862-1874 43 

school are not full, that classes of a higher grade be organ- 
ized in the colored school and that all be required to attend 
there until the building is filled." When the Fourth Ward 
School was opened in January, 1870, the Brick School, or 
East Main Street School, was made a colored school ; and it 
continued as such to the close of the school year in June, 
1875, when all attempts to have a separate school for the col- 
ored children were abandoned. The resolution which placed 
a colored school in the East Main Street schoolhouse di- 
rected the Superintendent to see that all the colored children 
should attend their own separate schools. 

Richard Worthington et al, by their attorneys, Clark 
and Leach, appeared before the Board of Educa- 
tion on November 13, 1871, and made a demand in Threat- 
writing that their children be admitted into all the 
schools, and that separate schools for colored children be 
abolished. This called forth a discussion that lasted until 
midnight. The Board finally voted, "To lay the whole mat- 
ter on the table until the first regular meeting of the Board 
next after the adjournment of the winter session of the State 
Legislature, or until some general law shall be enacted by 
the Legislature." Clark and Leach then filed a written no- 
tice that they would apply to the Circuit Court for a writ of 
mandamus. Nothing more about this suit appears on the 
records of the Board. 

The question of separate colored schools was again 
brought before the Board at the January meeting, 
1872, by the request of a colored man who asked ton's Res- 

, , . , , , , , ^- olution. 

to have his boy transferred from the Simmons 
Street School to the Monmouth Street School, when it was 
voted, "That the interests of education in the city would be 
best subserved by not making any change in the present 
rules regarding colored pupils." The following resolution 
was offered by Director Huntington at the October meet- 
ing, 1872: 



44 GALESBURG PUBLIC SCHOOLS 

"Resolved, That Superintendent Roberts be instructed by the 
Board to arrange as far as practicable for the admission of any or 
all colored children under twelve years of age into the schoolroom 
nearest their residence, provided such school is of the proper grade 
and, if not, then to the nearest room in which they can be graded." 

There was evident justice in this resolution, for some of 
the colored children were practically deprived of school 
privileges on account of the great distance they lived from 
either of the colored schools. The resolution was referred, 
on motion of Director F. A. Willoughby. to a special com- 
mittee to be appointed by the chairman of the meeting. 
Directors Willoughby, Huntington and Churchill were ap- 
pointed as this committee. At the November meeting, the 
majority of the committee not being ready to report, Mr. 
Willoughby submitted the following as the report of the 
minority : 

"The undersigned, one of the Committee to whom was refer- 
red the following resolution [the Huntington resolution as given 
above], begs leave to report that, owing to the absence of Mr. 
Churchill, of the Committee, a consultation has taken place be- 
tween two only of the Committee, viz: Mr. Huntington and the un- 
dersigned, who being unable to agree, the undersigned recommends 
that the resolution referred to the Committee be rejected and the 
accompanying resolution passed in lieu thereof. 
Respectfully submitted, 

Fred A. Willoughby, 

of the Committee." 

"Resolved, First, that so long as the colored citizens of this 
The wu- school district are compelled to pay taxes with the white 
Re(S>iu^ citizens to support common schools, their children ought 
tion. to receive equally with the white children the benefits of 

a common school education. 

"Resolved, Second, that to limit the admission of colored chil- 
dren of tender years to the colored schools, in cases where said 
colored schools are so far remote from the residence of such col- 
ored children that they cannot attend them without endangering 
their health, is virtually depriving such children of the benefits of 
the common schools. 



PERIOD OF COLLEGE CONTROL: 1862-1S74 45 

"Resolved, Third, that in carrying out the spirit and intent of 
the foregoing resolutions, if it becomes necessary to admit colored 
children to schools other than those set apart for them, no distinc- 
tion ought to be made between the schools in the central portion of 
the city and the other public schools. 

"Resolved, Fourth, that all orders and resolutions heretofore 
passed by the Board in reference to colored children be, and they 
hereby are, modified so as to conform to these resolutions, and the 
Superintendent of Public Schools is hereby directed to carry out 
these resolutions according to the true spirit and intent of the 
same." 

After the reading of this minority report, a lively par- 
liamentary struggle ensued. A motion was first made to 
lay the report on the table until the majority of the com- 
mittee could make its report, but this was lost by a vote of 
three to three. After some further discussion a motion to 
refer the question of admission of colored children to the 
schools, to the Superintendent of Schools with power to act, 
was lost by a vote of three to three. The next motion was 
to postpone action until the next regular meeting, but it 
was defeated by a vote of three to three. Mr. Willoughby 
then secured a vote on each resolution separately. The 
first resolution was adopted by a unanimous vote; the sec- 
ond, by a vote of five to one ; the third, by a vote of five to 
one; and the fourth, by a vote of four to two. The roll was 
called for on each of these seven questions, and it is remark- 
able that the alignment was different on every vote. The 
effect of adopting this report was to place the schools in the 
central part of the city, where were the greater number of 
the schools, upon the same basis as the ward schools, or 
the branch schools, as they were sometimes more properly 
called. This virtually settled the question of separate 
schools for the colored children, as it practically threw open 
all the schools of the city to the colored pupils. No matter 
what may be the preference or prejudice of anyone on this 
question, he must admit, if he be fair-minded, that it is 
practically impossible for a city of this size, with the colored 



46 GALESBURG PUBLIC SCHOOLS 

population not segregated, to have separate schools for col- 
ored children, without doing a great injustice to some of 
them — especially those of tender years. The credit of final- 
ly settling this question, which had been a constant source 
of trouble for a decade, belongs largely to Mr. Fred A. Wil- 
loughby. Mr. Willoughby was then a young attorney, who 
had recently come from Connecticut. He was cultured, 
with a philosophic mind and a poetic temperament. He 
afterwards achieved distinction in the practice of law. He 
was the leading attorney for the city in the celebrated Shel- 
don Water-works case, perhaps the most important suit to 
which the city was ever a party. It may be of interest, in 
connection with the school case, to know that Mr. Wil- 
loughby, in politics, was a democrat. 

The colored school was continued in the Simmons Street 

schoolhouse until February 27, 1874, when it was 

Colored destroyed by fire. As the Board received only ten 

School- J 11 f 1 . 

boases dollars for the wreckage, either the fire must have 

Burned. ... 

been very destructive, or the building was of little 
value. The school was not abandoned at this time, but it 
was transferred to the Monmouth Street schoolhouse. This 
building was burned, April 3, 1874, and it proved to be the 
final argument in the case, for the pupils were then dis- 
tributed to the other schools. The colored school in the 
East Main Street schoolhouse was continued until June, 
1875, when it was abandoned, the daily attendance having 
dropped to only twelve pupils. Thus closed the history of 
separate schools for colored children in Galesburg. 

8. SPECIAL SCHOOLS. 

Galesburg once had a German School as a part of its 
German public school systcm. It came about in this way. 
School. ^^ ^ meeting of the Board of Education in May, 
1869, a petition was presented from the German citizens of 
the city, asking that a schoolroom be furnished by the 
Board, and supplied with a teacher by the petitioners. The 



PERIOD OF COLLEGE CONTROL: 1862-1874 47 

petition was granted, and a committee was appointed to 
confer with the petitioners in regard to the location of the 
room. The committee, according to its instructions, rented 
a room for one year, but its location cannot now be de- 
termined. A petition signed by S. Beches and other Ger- 
man citizens, asking that Professor Carl Eduard be ap- 
pointed the teacher of this school on certain conditions, was 
received by the Board and referred to a special committee 
for a report. Director M. D. Cooke, as chairman of this 
committee, made the following report: "Professor Eduard 
is employed at a salary of $700 per year, $500 to be paid out 
of the public funds and $200 to be paid by the scholars at- 
tending the school, the Board to be responsible to Professor 
Eduard for his salary, and to charge such tuition as may be 
necessary to pay the $200 — the tuition fee to be charged 
specially for instruction in German. No scholars will be 
allowed to attend the school except those wishing to learn 
the German language in connection with the English, un- 
less the number of such be less than seventy-five. The 
school shall be under the general control of the Board of 
Education and under the immediate supervision of the Su- 
perintendent of Schools, subject to him in all respects the 
same as other schools." This report was accepted and 
adopted. The Committee on Buildings and Grounds was 
instructed to finish the west basement room of the Fourth 
Ward schoolhouse and furnish the same at the lowest pos- 
sible figure, for the German School. The tuition, which was 
to be paid in advance, was fixed at $1.25 per quarter, or ten 
weeks. The German citizens seem to have had a great deal 
of trouble in getting their school affairs adjusted, and they 
were certainly unfortunate in the end as the sequence 
shows. 

The German citizens again petitioned the Board in Octo- 
ber, 1871. This time it was in regard to paying Ungraded 
tuition at their school. The special committee, to 8<^bo«*- 
which was referred this petition, reported at the next meet- 



48 GALESBURG PUBLIC SCHOOLS 

ing the following plan for an ungraded department to be 
taught by Professor Carl Eduard : 

"First, — The members in this department shall not exceed 
sixty. 

"Second, — Whenever it may be necessary to make room for 
scholars who shall be sent to this room for irregular attendance or 
bad conduct, the German children now in attendance and reading 
in the Primer or First Reader shall be sent to other schools. 

"Third, — Pupils may be sent to this school by the Superin- 
tendent for continued irregularity of attendance, ungovernable be- 
havior, idleness, or for such other reasons as he may deem suffic- 
ient. 

"Fourth, — Professor Eduard shall teach a class in the High 
School in German whenever, in the judgment of the Board, it may 
be thought best." 

This is certainly an instance in which it would be diffi- 
cult for the petitioners to recognize the answer to their 
prayer. It was truly an example of arrested development, 
not of evolution. Two years later German was, on vote of 
the Board, discontinued. The school in the basement of the 
Fourth Ward under Mr. Eduard went on until May, 1874, 
when on petition of C. P. Stringham, J. M. Morse, H. W. 
Belden, and one hundred others, to provide a better room 
for the school taught by Professor Eduard, it was transfer- 
red to some other place not named, or abandoned altogether. 
It is surprising that a thousand citizens did not, years be- 
fore, petition to have this uncomfortable and unhealthful 
room vacated. 

At a special meeting of the Board of Education in No- 
Night vember, 1871, Director Churchill and Superintend- 
schooi. Q^^ Roberts were appointed a committee to report 
at the December meeting a plan for a night school. The 
committee made the following report: The night school 
was to be under the direct supervision of the Superintend- 
ent of Public Schools; Rooms F and G and a recitation 
room were to be furnished with suitable lights; the school 




^ 




EOWIM POST 



a.UBERT REED ALFRED '^NOWUES 




e JOHNSON v». S. PUC 



SECOND WARD 

The Representatives of the Second Ward on the Board of Kducation 

since its First Organization in June, 18(U. 



PERIOD OF COLLEGE CONTROL: 1862-1874 49 

was to be held Monday, Tuesday and Thursday evenings 
of each week, from seven o'clock until nine o'clock; the as- 
sistants, whose compensation was not to exceed fifty cents 
each, per evening, were to be employed at the discretion of 
the Superintendent ; and no pupil under fourteen years of 
age was to be admitted except by permission of the Teach- 
ers' Committee. The school opened January 9, 1872, 
and continued without interruption until April 26th, sixteen 
weeks in all. The whole number of pupils enrolled was 117, 
the largest attendance at one time being 98, and the aver- 
age attendance for the whole time, 71. Of the whole num- 
ber enrolled, 75 were males and 42 females. The whole 
number of teachers employed was twelve, only six of whom 
were in service at one time. On account of the unlike at- 
tainments of the pupils, little of the teaching was done in 
classes, and this made it necessary to have one teacher for 
every ten or twelve pupils. The studies pursued were 
chiefly arithmetic, reading, spelling and writing. A few 
pupils studied geometry, and there was a class in mechan- 
ical drawing, and one in bookkeeping. Forty-five of the 
young men in attendance were in the employ of the railroad 
company, most of them in the shops; some of them, how- 
ever, worked on the section. Eighteen came from other 
shops of the city, while of the remaining number the ma- 
jority were clerks in the stores. The attendance of the 
young women was entirely unexpected, and they were more 
regular in attendance than were the young men. Several 
did not miss an evening while the school continued. Most 
of these young women were working out at service in the 
families of the city. The Superintendent reported that the 
young men and women, with scarcely an exception, were 
orderly, attentive to business, courteous, and very much in 
earnest; and that the government of the school never oc- 
casioned a moment's anxiety. The running expenses of the 
school for teachers and lights were exactly two hundred 
dollars, or fifty dollars per month. The experiment proved 



so GALESBURG PUBLIC SCHOOLS 

far more successful than it was thought at all probable, and 
a night school was conducted during four of the winter and 
spring months for the remaining two years of this period. 
Owing to the meager records of these years little can be 
learned of its history ; but the little that can be found, would 
indicate that its first year was its best. 

9. SPECIAL BRANCHES. 

Of the different branches taught in the schools, that of 
Pen- penmanship was most frequently before the Board 

manship. {qj- consideration. Judging from the number of 
changes made in the methods of teaching it, the penmanship 
of the pupils was never satisfactory for any length of time. 
Penmanship was taught the first year by the regular teach- 
ers. A special teacher, Mrs. Gross, was employed the sec- 
ond year, but before the school year closed her services were 
dispensed with, at a special meeting of the Board called to 
consider the subject of penmanship. At the beginning of 
the third year the Spencerian System of Penmanship was 
adopted on the recommendation of Director J. V. N. Stand- 
ish, who had carefully examined the different systems of- 
fered for consideration. The regular teachers taught the 
subject this year. At the beginning of the fourth year, 1865, 
Henry E. Hayes was employed for ten weeks to teach pen- 
manship in the schools. A year and a half later, Mr. Ed- 
ward Hayes was employed, on motion of Professor Stand- 
ish, but at the end of three months his services were dis- 
continued. The subject was allowed to rest for three years, 
with the regular teachers giving the instruction. A special 
committee was appointed in 1870 to investigate the subject 
and report on the advisability of securing a special teacher 
of penmanship. On the recommendation of this committee 
Mr. F. R. Poole was engaged. At the end of a year and four 
months the Board, by a vote of four to two, decided not to 
continue the services of Mr. Poole. In May of this same 
year, 1871, a Mr. Babbitt presented a proposition to intro- 



PERIOD OF COLLEGE CONTROL: 1862-1874 51 

duce his writing books and system of penmanship into the 
schools, which was accepted. The teachers were directed 
to dismiss their schools for a half day to attend a drill ex- 
ercise to be conducted by Mr. Babbitt. This system was 
eminently unsatisfactory, for, before the school-year closed, 
a special committee on system of penmanship was ap- 
pointed to investigate the Babbittonian System of writing. 
The committee reported that having made, as they consid- 
ered, a contract with Mr. Babbitt, the Board was bound to 
fulfill its part of the contract and give his system a fair trial. 
The Babbittonian System was, however, displaced in Jan- 
uary, 1872, and Payson, Dunton and Scribner's writing 
books were adopted. This system of penmanship continued 
two and a half years of this period, with no special teacher 
of the subject employed. Thus, in twelve years, three dif- 
ferent systems of penmanship were tried, and four different 
special teachers employed. It was not unusual for the 
Board to adopt two plans for teaching the subject in one 
year. However, there was at one time a period of three 
years in which no change was made. Penmanship seems 
to be subjected to more frequent and radical changes in its 
methods of presentation than any other subject taught in 
the schools. 

It required the Board of Education a long time to come 
to the conclusion that music had a place in the 

^ Music. 

public schools. No other subject was compelled 
to stand and knock so long before the door was opened. It 
gained an entrance only by having a champion of unusual 
strength and energy. To Mrs. M. D. Cooke, who is still liv- 
ing in the city and has never lost her interest in the welfare 
of our public schools, belongs the honor of persuading the 
Board to admit music as a branch of study in the common 
schools. In October, 1862, Mrs. Cooke was allowed, on mo- 
tion of Dr. Candee, to occupy one room in the Colton build- 
ing, and that for only a half hour each day, "provided she 
would in no way interfere with the regular school duties." 



52 GALESBURG PUBLIC SCHOOLS 

The next year she was given, by vote of the Board, a room 
in which to teach a class in singing. This was a distinct 
gain on the part of Mrs. Cooke and her cause. It might seem 
that the Board took a backward step in 1865, when it re- 
fused to allow Mrs. Cooke the use of one of the schoolrooms 
for the purpose of teaching singing; but it should be re- 
membered that this was the time when all the schools in the 
central part of the city were having only half-day sessions. 
They had left the old Academy and the Colton building, and 
were waiting for the High School building to be completed. 
There was no room or time then for the encouragement of 
"fads." 

In the fall of 1867, when the schools had become com- 
Mrs. Cooke fo^tably Settled in their new building, Mrs. Cooke 
by"the^^^ was regularly employed by the Board as a teacher 
Board. qj music in the schools. This was a great victory, 
and it would have been complete had not her compensation 
been made to depend upon a tuition fee to be collected by 
herself from each pupil. This plan was continued for three 
years, when, in 1870, vocal music was made a regular study 
in the schools, and Mrs. M. D. Cooke was appointed as the 
teacher at a salary of fifty dollars per month. This was her 
reward for eight years of missionary work. The next year, 
1871, however, the Board decided, by a vote of three to two, 
to discontinue the special teacher of music. Mrs. Cooke 
appears not to have been completely discouraged, for in 
January, 1872, she again began the teaching of music classes 
in the High School chapel. In July, 1872, the tide turned 
once more in her favor and she was employed as the special 
teacher of music. It was for only one year, however, as in 
August, 1873, it was again voted to dispense with the ser- 
vices of a special teacher of music. At this time the Board 
was without a settled policy on many other questions as 
well as on the subject of music. 



PERIOD OF COLLEGE CONTROL: 1862-1874 53 

The most surprising find in the records of this period is 
an account of the introduction of supplementary 

... Supple- 

reading- matter in March, 1871. It reads as if it mentary 

. Reading. 

might have been written twenty-five years later, 
for that was about the time when supplementary readers 
came into use. It is surprising that such a rational method 
of teaching reading could have ever been faithfully and in- 
telligently tried, and then dropped and forgotten. Such is, 
the case, however, in this instance, for twenty-five years ago 
supplementary reading books were unknown in the schools, 
and their introduction later was considered something new. 
The resolution was introduced by Professor Churchill, and 
it is another instance of his comprehensive vision on educa- 
tional questions. The resolution, which deserves a place in 
this history, is as follows : 

"Good reading is one of the highest accomplishments of a 

scholar, yet the art is one so difficult that good readers churohin 

are the exceptions and not the rule. This fact should Resolution 

. .on Jsupple- 

urge all interested to devise and resort to all possible mentary 
aids to secure so desirable an end. Every one knows ^" "*^' 
that reading old and oft repeated stories fails to interest the reader, 
and hence, from want of interest, no progress will be made, while 
if the matter were new and interesting, an enthusiasm could be 
waked up in the reader which would aid much in giving the art of 
reading well. In most of our schools the books are read and re- 
read until it is an irksome task for the scholar to repeat the read- 
ing — and the buying of new books is so objected to on the part of 
parents that the teachers and directors feel obliged to forego the 
gain in reading for the sake of saving the small price of the book. 
To avoid this, many schools are now buying sets of readers which, 
owned by the school boards, are circulated to the different rooms 
to supply the various grades with new and interesting matters out- 
side of their regular reading books, and this is done in grades read- 
ing the Second and Third Readers. Now, Resolved by the Board, 
that the Superintendent be instructed to procure one hundred each 
of any Second and Third Readers not now used in our schools, to 
be used as above suggested, and that he also be instructed to sub- 
scribe for twenty-five copies of a magazine called 'The Nursery,' 
for the use of the primary grades, and that the money received 
from tuition be appropriated for the purchase of said books." 



54 GALESBURG PUBLIC SCHOOLS 

In February, 1872, a request was made by Mme. Sey- 
(jy^. mour for the use of the High School chapel in 

nastica which to give lessons in gymnastics. This re- 
quest the Board refused to grant, by a vote of three to two. 
In September of the same year, however, it voted on mo- 
tion of Director F. A. Willoughby, to erect gymnastic ap- 
paratus at the High School and at the Fourth Ward School, 
at an expense not to exceed forty dollars. There is no evi- 
dence that any of this apparatus was ever installed. 

It appears by the records that drawing was introduced 

into the schools in 1869 ; for at the August meeting 

Bookkeep- of that year the Board adopted the Bartholomew 

Ing, Etc. . -^ . ^ 

Series of Drawmg Books. Bookkeepmg was also 
taught in the High School for a few months at different 
times. It would seem, from the following entry in the rec- 
ords of February, 1872, that mechanical drawing was 
taught for a while in the High School. "The Superintend- 
ent was authorized to procure books and instruments nec- 
essary in teaching mechanical drawing, at a cost not ex- 
ceeding twenty dollars. 

10. PRINCIPALS. 

There was a strong sentiment from the very first that 
Men for ^^^ head of the Grammar School should be a man, 
Principals, ^g ^j^g ^j^g Principal of the High School. When 
the schools were organized, the grammar department was 
placed in the Colton building and A. E. Blunt was made 
Principal. When Mr. Blunt resigned, in January, 1863, the 
Board, not being able to get a man for the vacancy thus 
caused, after much hesitation made Mrs. R. K. Colby head 
of the department for the remainder of the school year. 
Mr. Edward H. Curtis was elected Principal for the next 
year, with Mrs. Colby as his assistant. This action of the 
Board caused the resignation of Mrs. Colby and, apparently, 
that of two or three other teachers. Mr. Curtis held the po- 
sition but one year, and, from that date, the place has been 



PERIOD OF COLLEGE CONTROL: 1862-1874 55 

held by a woman. When Edward Hayes resigned as Prin- 
cipal of the High School, in 1869, that position was also 
filled by a woman and continued to be so filled for twenty- 
six years. When the Fourth Ward School was opened in 
January, 1870, Miss Wheelock was made the Principal, but 
three years later, when the Fifth Ward School was opened, 
Mr. Patrick Talent was placed at its head. At the close of 
this period there were three men connected with the 
schools: J. B. Roberts, Superintendent of Schools, Patrick 
Talent, Principal of the Fifth Ward School, and LeRoy S. 
Bates, a teacher in one of the grades in the High School 
building. 

11. LIBRARY. 

The Free School Law of 1855 gave districts the right to 
buy libraries; and in accordance with this provision some, 
at least, of the eight independent districts into which the 
present school district was then divided, purchased libraries. 
These libraries became the property of the union school 
district when it was formed by the consolidation of these 
eight districts. When the school system was organized un- 
der the charter, it came into possession of this library, which 
was said to consist of 600 volumes. The Board of Educa- 
tion employed S. A. Gross to keep the library and he was 
paid twenty-five dollars a year for his services as librarian. 
At the March meeting in 1863, the Board received a com- 
munication from the Young Men's Library Association ask- 
ing that it might have the position of librarian to the Board 
and that the books might be removed to its hall. This re- 
quest was granted and the Young Men's Library Associa- 
tion was the custodian of the school library for four years, 
for which it received twenty-five dollars a year. When the 
books were delivered to Professor A. Hurd, the librarian of 
this Association, he found they invoiced 293 instead of 600. 
The library was taken over by the Board of Education in 
1867, when the High School building was opened. Here it 



56 GALESBURG PUBLIC SCHOOLS 

remained until it was moved with the High School to its 
new building in 1888, where it was totally destroyed by the 
fire of 1904. 

12. LIMITATIONS. 

The charter provided that children over the age of five 
years and under the age of twenty-one should be 

School J • 1 rr^, . 

Age admitted to school. This was the same as the 

Chang:ea . . 

to Sis provision in the Free School Law of the state, 

Years. . o r r 

adopted in 1855. The Board of Education voted in 
May, 1864, on motion of Professor Churchill, that six years 
should be the age of admission to the schools. This action 
was considered necessary, at the time, on account of the 
crowded condition of the primary grades; now it is recog- 
nized as wisdom. 

The tax limit originally fixed by the charter was one- 
Tax ^^^^ *-*^ °^^ P^^ cent. This, from the first, proved 
Limit. ^Q i^g inadequate, and in December, 1864, it was 
voted, on motion of Professor Standish, then a member of 
the Board, to ask the Legislature so to amend the charter 
as to give the Board of Education the power to levy a tax 
of one per cent for school purposes. The amendment was 
passed and approved, February 14, 1865. This limit was in- 
creased again in 1899, by an act of the Legislature, enabling 
all Boards of Education acting under special charters to 
make the same levy for school purposes as is provided by 
the general law, viz : two and one-half per cent for educa- 
tional purposes and two and one-half for building purposes. 

It was the custom of the Board of Education in this 
Salary period to pay the city clerk a salary of $50 to $100 
cfJrk and P^^" ^"^^^ ^°^ ^^^ scrviccs as clerk of the Board, and 
Treasurer. |.|-,g ^'^^y treasurer a salary of $25 to $50 per year 
as treasurer of the Board. The year the High School build- 
ing was completed the clerk received $200 and the treas- 
urer, $100. 



PERIOD OF COLLEGE CONTROL: 1862-1874 57 

The Board tried the experiment of having only one ses- 
sion a day in the latter part of the spring term of 

■' . . One Se8- 

1874. Schools commenced at eight o'clock m the sion a 

. Day. 

morning and closed at noon, for the day. This 

was certainly a poor argument for a ten months' school, 

which was strongly advocated by some at that time. 

One of the duties of the Superintendent of Schools is to 
prepare annually a report of the schools and to 
submit it to the Board of Education at its Tune tendenfs 

. Report. 

meeting. Of the twelve reports of this period 
only three were printed in pamphlet form for distribution; 
the first was in 1862, the second in 1863, and the third in 
1865. No report of tiie schools was ordered published by 
the Board in the last eight years. As far as it is known, no 
copies of the reports of 1862 and 1863 are now in existence, 
and only one copy of the report of 1865 has been preserved. 
It is in the Public Library. This single copy, printed in 
1865, is the only official statement of the schools, in print, 
for all this period. This, together with the fact that there 
is no file of any of the Galesburg newspapers of this period 
except for the last four years — and there are very few refer- 
ences to the schools in those years — leaves the minutes kept 
by the clerk of the Board as the sole source of information 
concerning this important period in the history of the 
schools. 

The number of teachers required in the first year of this 
period was eighteen, and the largest enrollment of 
pupils in any one month was 1,073, or an average x^hers"' 
enrollment of 59.6 to the teacher. The number of 
teachers required in the last year was twenty-eight, and the 
largest monthly enrollment in that year was 1,752, or an 
average of 62.5 to the teacher. The number of different 
teachers employed during these twelve years was one hun- 
dred and nineteen, of whom thirty-six taught less than one 
year, the average length of service being about two years. 
No teacher taught the entire period of twelve years. 



58 GALESBURG PUBLIC SCHOOLS 

The number of different men who served as members of 
the Board of Education during the twelve years of 
S^thf^ this period was twenty-four, which made an aver- 
^*™^*'"' age of two new members each year. For the last 
EdacaUon twcnty-five ycars there has been, on an average, 
one new member each year. Most of those who 
served one term in those days did not apparently wish an- 
other, or, at least, they were not candidates for re-election. 
There were seven members re-elected once, in those twelve 
years. One member, George Churchill, was re-elected three 
times. He was a constant as well as a potential factor, 
serving all those years save the first and the last. The 
Board of Education was defeated at the polls on only two 
occasions when its outgoing members were candidates for 
re-election. The first defeat was in 1867, after it had built 
the High School at a cost of over $59,000 and when it 
was proposing to build two other schoolhouses. The sec- 
ond defeat was in 1873, after it had spent $16,000 on the 
Fifth Ward School, while only $13,000 was voted for 
that purpose, and when it was preparing to build the Third 
Ward School. 

13. RESIGNATION OF SUPERINTENDENT ROBERTS. 

When the schools opened in September, 1873, Superin- 
tendent Roberts was evidently undecided about continuing 
his connection with the schools. The last representative of 
the original policy dominating the Board of Education was 
removed by the defeat of Professor Churchill at the previous 
June election. This severing of the old ties, thus making 
everything here uncertain, and some tempting offers com- 
ing to him from other cities, gave Mr. Roberts a feeling of 
doubt and unrest. At the November meeting, Mr. Roberts 
tendered his resignation as Superintendent of Schools, which 
the Board promptly and unanimously refused to accept. By 
this action it was plainly indicated that no change of policy 
was intended here ; but in July of the following year, when 



PERIOD OF COLLEGE CONTROL: 1862-1874 59 

he was tendered the Principalship of the Indianapolis High 
School, he handed in his resignation, which was accepted. 

"Gentlemen of the Board of Education: — It is now twelve 
years since I first entered upon the duties of Superin- ^tt«r of 
tendent of the Galesburg Public Schools, uniting with tion. 
that office that of Acting Principal of the High School. During the 
first year there were upon the rolls fourteen teachers and 1,264 
pupils. During the past year there have been thirty teachers and 
2,268 pupils. Not one of the original teachers, however, and, so far 
as I know, not one of the pupils of that first year remaining upon 
the rolls. Scarcely less sweeping has been the change in school 
buildings. The old brick schoolhouse on East Main street is the 
only building remaining upon its original site. Besides this, two 
other schoolhouses remain in existence and are still in use, viz: the 
one on Maple avenue, which was removed from West Main street, 
and the North Depot, or Seventh Ward Schoolhouse, which former- 
ly stood upon the present site of the First Baptist Church. The 
High School and higher grades were 'accommodated' in the old 
Academy which has since given place to the Union Hotel, and in 
the store-rooms now occupied by Dieterich and Hoover. 

The thought of all these changes and this growth, together 
with a thousand other reminiscences in which far more of pleasure 
than of pain is mingled, crowd upon me and cause me to linger be- 
fore pronouncing the final word which must at last be spoken. 
Gentlemen, accept my profound thanks for all the courtesies, kind- 
ness and hearty co-operation which I have received at your hands 
in my laborious work. Of you as a Board and as men and also of 
your predecessors in office I shall carry with me none but the most 
grateful recollections. 

To the Citizens of Galesburg, who have borne generously 
with my failures and defects which no one has understood and felt 
so keenly as myself, I hereby express my hearty gratitude. With 
me, leaving Galesburg is leaving home with all its hallowed associa- 
tions. 

In regard to my teachers and pupils I can only say that to 
bid them this abrupt and unexpected good-bye is one of the hard- 
est experiences of my life. One can form no conception of the 
strength of these ties until an effort is made to sunder them. 

With this, perhaps unnecessarily long preface, gentlemen, I 
hereby resign my office as Superintendent of the Public Schools of 
Galesburg. J. B. Roberts." 

Galesburg, July 20. 1874. 



60 GALESBURG PUBLIC SCHOOLS 

Director M. D. Cooke offered the following resolution, 
which was unanimously adopted : 

''Resolved, That in accepting the resignation of Professor J. 
B. Roberts, we tender him our sincere thanks for the noble work 
he has accomplished in our Public Schools in bringing them up to 
their present high standard of excellence, and that we deeply regret 
our inability to make it an object for him to remain with us longer, 
for our own sakes as also for the sake of the general educational 
interests of the State, with which he has been identified as an able 
and efficient worker; that in leaving us for his new field of labor, 
he will carry with him the highest esteem and confidence of this 
Board and this community." 

There was perhaps as little of the formal and perfunctory 
in the above communication and resolution as can be found 
in any other document of like character, for there is not a 
single line in all the records to indicate that Mr. Roberts, at 
any time, did not have the full sympathy, the hearty sup- 
port and the entire confidence of the Board of Education. 

14. SUMMARY. 

One to-day in reading these records may sometimes 
smile at the awkward manner in which things were oc- 
casionally done and at the tendency in some instances to 
magnify the unimportant, but he should remember that the 
present generation has the advantage of nearly half a cen- 
tury of school administration. It was a period full of edu- 
cational activity and progress. It was noted, also, for the 
number of experiments tried. A short account of these has 
already been given, but a grouping of them here will not 
be without its value. There was the colored school, the 
German school, the ungraded school for truants and incor- 
rigibles, the night school, the teaching of elementary geom- 
etry in the last three years of the graded schools, and the 
ordering of gymnastic apparatus for the play grounds of 
the two new schools. These experiments were all finally 
dropped ; none of them has been reinstated, and most of 
them have been completely forgotten. Then there was sup- 



PERIOD OF COLLEGE CONTROL: 1862-1874 61 

plementary reading, bookkeeping and mechanical drawing 
in the High School, free-hand drawing in the grades, and 
music, which may properly be included in this list. These, 
also, were tried and dropped but in later years introduced 
into the schools as important features of modern education. 
Those who are advocating a special school for the truant 
and the incorrigible of these degenerate days will be sur- 
prised to find that in those good old times of forty years ago 
and more there were truants and incorrigibles, and a sep- 
arate school provided for them by the Board of Education. 
The teaching of the elements of geometry in the grades, 
partially anticipated the popular plea of President Eliot and 
others, made thirty years later, for enriching the curriculum 
by bringing the elements of some of the High School studies 
into the grades. The resolution of the Board of Education 
ordering the playgrounds of the High School and the 
Fourth Ward to be provided with gymnastic apparatus, pre- 
ceded by a third of a century the movement that is now 
sweeping over the country to establish public playgrounds 
and to equip them with physical apparatus. In those days 
there were surely plenty of fads — "fad" being a generic term 
for anything new. All honor to those times for what was 
so courageously attempted as well as for what was so nobly 
done. 

TAX LEVIES. 

1861 $4,193.71 

1862 $ 4,600.00 1868 $15,609.00 

1863 4,773.86 1869 16,425.37 

1864 5,000.00 1870 22,000.00 

1865 8,607.24 1871 17,237.00 

1866 11,793.45 1872 26,000.00 

1867 14,000.00 1873 25,000.00 

1874 $35,000.00 



62 GALESBURG PUBLIC SCHOOLS 

BONDS ISSUED. 

$40,000. Authorized Nov. 21, 1864, by a vote of 947 for, 
to 16 against. 

$10,000. Authorized Oct. 13, 1866, by a vote of 22 for, to 
none against. 

$13,000. Authorized July 29, 1872, by a vote of 192 for, 
to 151 against. 




MATTHEW ANDREWS 
Superintendent of Schools 

1874-1885 



CHAPTER III 

PERIOD OF RETRENCHMENT: 1874-1885. 

1. School Bulldinss in Third, Sixth and Seventh Wards. 2. Lossefl 
by Fire. 3. The Board and Itg Activities. 4. Teachers' Meetings and 
Volontary Training:. 5. Courses of Study. 6. Special Scho«is. 7. 
Special Features of Organization. 8. Improvements and Alterations. 9. 
The High School. 10. Resignation of Superintendent Andrews. 11. 
Sommary. 

After a period of active organization involving an un- 
usual expenditure of money, such as has been de- 
scribed in the last chapter, would naturally come of the 

. , • , , Period. 

one of more or less reaction and retrenchment. 
This is a law of institutional growth and it is well illustrated 
in at least the first half of this period. There were two 
other causes that contributed to the general movement, 
either of which alone would have been sufficient to bring 
about a reaction. When Professor George Churchill re- 
tired from the Board of Education in June, 1873, and Mr. J, 
B. Roberts from the Superintendency a year later, the man- 
agement of the schools passed completely into the control, 
as it were, of another generation. There was then no one 
left in the management of the schools who thoroughly un- 
derstood their organization and who could, consequently, 
be in special sympathy with it. This was the first of the 
contributory causes. The second was the financial panic 
that swept over the country at that time, paralyzing busi- 
ness and institutions of all kinds. The people of those days 
did not seem to be conscious that their actions were being 
guided and controlled by such deep-rooted and inexorable 
forces, but they were inclined rather to attribute the trend 
of affairs to the natural perversity of the individuals who 
were in control. The conditions made retrenchment imper- 

(63) 



64 GALESBURG PUBLIC SCHOOLS 

ative and it is not strange that under the circumstances 
cheapness became the chief consideration in the manage- 
ment of the schools. The course of study was pruned, all spe- 
cial subjects were lopped ofif, special teachers dropped, and 
all salaries greatly reduced ; every schoolhouse built cost less 
than the preceding one ; the same was true of the furniture 
purchased, and the amount expended on repairs was prac- 
tically nothing. The policy of economy continued until the 
tax levy was reduced almost one-half. All this could not be 
done without much friction, which was manifested in the 
meetings of the Board and at the school elections. In those 
years the people took a lively interest in the school elec- 
tions, at one or two of which more votes were polled than 
at the municipal elections. About the beginning of the sec- 
ond half of this period affairs began to improve and by the 
time it closed the schools were in good condition, having 
made substantial improvement along some important lines 
which will be noted later. 

The Board was not long in securing a successor to Mr, 
A New J- ^- Roberts. He resigned July 20, 1874, and 
tendeivt" ^^ ^^at meeting a committee, consisting of the 
Employed. Mayor, Mr. Johnson, and School Directors Leach 
and Cooke, was appointed to find a superintendent. Two 
days later this committee made the following report at a 
special meeting of the Board, "That M. Andrews, of Ma- 
comb, be invited to take the place of Superintendent of 
Schools vacated by Mr. J. B. Roberts." On motion of Mr, 
Leach the report was adopted. The records do not state 
the time nor the salary for which Mr. Andrews was em- 
ployed. Other sources show that his salary was $1,800, the 
same as Mr. Roberts was receiving when he resigned, and 
the time for which he was appointed was during the pleas- 
ure of the Board. Mr. Andrews' appointment was uni- 
versally regarded as an excellent one, he being a man in the 
prime of life with years of successful experience in super- 



PERIOD OF RETRENCHMENT: 1874-1885 65 

vising schools. At the time of his appointment he was su- 
perintendent of schools at Macomb. 

1. SCHOOL BUILDINGS IN THIRD, SIXTH AND SEVENTH WARDS. 

At the beginning of this period there were three sections 
of the city, the Third, the Sixth, and the Seventh 
wards, that had not been supplied with new B*iliwhig9, 
schoolhouses as the other parts of the city had 
been. The claims of these wards could not longer be 
ignored. Their schoolhouses were not only wretched build- 
ings, but they were notoriously inadequate. The energy 
displayed by the Board in providing new buildings for these 
parts of the city was commendable, but a serious mistake 
was made in not employing an architect to design them or 
to prepare their plans and specifications. This work was 
done by the regular Building Committee, assisted in some 
cases by J. P. Chapman, who had been the superintendent 
of the construction of the woodwork in the High School 
building. All were four-room brick buildings similar in ex- 
terior architecture to the Fifth Ward School, but each was 
different in interior arrangement. While they were palaces 
compared with the ones whose places they took, they were 
as cheaply constructed as knowledge of the building art at 
that time would permit. Each cost from $1,100 to $4,500 
less than the one after which they were patterned. All 
these buildings were located in what were then the outskirts 
of the city. 

The Third Ward School building was the first one to be 
built. The land for this school, consisting of three 
lots on the southeast corner of Cherry and Selden Ward 
streets, had been purchased in February, 1874, for 
$1,200. In December of this year the Building Committee 
prepared plans and specifications for this building and sub- 
mitted them at the meeting in January, 1875. The contract 
was let in February to Ira R. Stevens for $11,900, the 
building to be completed in time for the opening of schools 



66 GALESBURG PUBLIC SCHOOLS 

the following September. John McFarland was employed 
to superintend its construction. The contract for heating 
and ventilating was let for $850 to the Ruttan Heating 
and Ventilating Co., which installed its system of tubular 
furnaces. The Sterling School Furniture Co. was given 
the furniture contract for $875 which was about $400 
cheaper than the Board had ever paid for a like amount of 
furniture. It is thus seen that the Third Ward School cost, 
including grounds, building, heating and furniture, $14,- 
825. School was opened in it September 6, 1875, with 
Miss Emma J. Becker as Principal. 

Probably the next schoolhouse would have been built in 
Origin of ^^^^ Sixth Ward had not one of the two one-room 
con"ten- buildiugs in the Seventh Ward been destroyed by 
tion. j^j-g Qj^ ^j^g night of April 4, 1876. At the regular 

meeting of the Board in May, 1876, when the purchase of a 
lot in the Sixth Ward from R. W. Hunt was being consid- 
ered, a petition from the citizens of the Seventh Ward was 
presented, asking in emphatic terms for a new schoolhouse, 
to be built immediately to take the place of the one recent- 
ly destroyed by fire. It was evident that justice was 
strongly on the side of the Seventh Ward people, but there 
was strong pressure on the Board to build at once in the 
Sixth Ward. 

The purchase of the lot ten by sixteen rods, on Losey 
street between Clark street and Maple avenue for $600 was 
completed, but a motion, "That the interests of the city in 
general and of the Sixth Ward in particular demand the 
erection of a school building in the Sixth Ward at the earl- 
iest possible time," was laid on the table. This was the cause 
of the second great dissension in the Board and among the 
people, the first being in 1866, when the High School build- 
ing was completed. This conflict of interests, which was 
thus started, continued for years and forms the most promi- 
nent feature of this period. It was not confined simply to the 
building of new schoolhouses, but manifested itself in many 



PERIOD OF RETRENCHMENT: 1874-1885 67 

ways in the management of the schools. It was called in 
the public press "the era of tickle me and I'll tickle you." 
The issue, which was first joined in May, 1876, was carried 
to the polls the following month, when such of the retiring 
members of the Board as stood for re-election were defeated 
by a vote of two to one. 

There was much trouble experienced in determining the 
site for the new schoolhouse in the Seventh Ward. 

Seventh 

It was srenerally agreed that the old lot on First ward 

° ./ o Building. 

Street between Seminary and Chambers streets 
was not a desirable location, but when it came to selecting 
another one in its place there was anything but harmony. 
The lot on the northeast corner of Seminary and Third 
streets which the Board ordered to be bought in May, 1876, 
and on which, by resolution, it decided to build a new school- 
house during that season, was reconsidered and all actions 
in regard to it were annulled by the new Board as soon as it 
was organized. After parleying with different parties for 
other locations the Board bought, June 19th, for $800 the 
Collopy lot, which was the same one ordered purchased by 
the old Board — which order the new Board had recently 
rescinded. The only thing accomplished by the filibustering 
was the saving of $200 in the price paid for the lot. By 
the time the site was secured the Building Committee had 
the plans and specifications for the building completed and 
bids for the same in its hands. The purchase of the lot and 
the letting of the contract for the building were done at the 
same meeting, June 19, 1876. Haines and Anderson were 
awarded the contract for $9,740 which was more than 
$2,000 less than the contract for the Third Ward build- 
ing of which it was said at the time to be a duplicate. The 
building was heated with stoves which cost $260.35. This 
was a saving of nearly $600 in the matter of heating as 
compared with the Third Ward. The Sterling School Fur- 
niture Co. got the contract for seating at $643.51, which was 
another saving of nearly $250. The Seventh Ward 



68 GALESBURG PUBLIC SCHOOLS 

School when completed cost, including grounds, building, 
heating and furniture, $11,443.86. The Third Ward School 
similar in design and accommodating the same number of 
pupils, built the year before, cost $14,825. School was 
opened in the new Seventh Ward building in November, 
1876, with four teachers and 265 pupils, eighty-four children 
being in the primary room. 

The Sixth Ward schoolhouse was built in 1877, the 

stormiest of all the years in this period. In Feb- 
Ward ruary of that year a petition, signed by eighty-nine 

citizens of the Sixth Ward, was presented to the 
Board, remonstrating against locating the new school build- 
ing on the site purchased the previous year. A committee of 
the Board was appointed to examine the location. A ma- 
jority report, approving the purchase of the lot, was made to 
the Board by the committee at the April meeting. The 
Building Committee was at once directed to make plans and 
specifications for a new building similar to the Third and 
Seventh Ward schools and not to cost over $9,000. A 
member of the Board presented a written protest against 
this action. The citizens of the ward then made applica- 
tion for an injunction to restrain the Board from building 
the schoolhouse on the proposed lot. They appeared, by 
their attorneys, before Judge Pleasants at Aledo as well as 
before Judge Smith at Galesburg. The injunction was not 
granted, the only legal objection being the fact that the lot 
was purchased from a member of the Board, which objection 
was obviated by the owner of the lot making a deed to a 
third party and he deeding it to the Board. In the mean- 
time the Board went on with its preparation to build. 
When the time came for opening the bids for the new build- 
ing, a written protest signed by two members of the Board 
was presented but it was all of no avail. The contract was 
let. May 24th, to A. B. Clark for $8,445. Wm. Moulding 
was appointed to superintend the construction of the build- 
ing at one dollar a day. The building was fitted with 



PERIOD OF RETRENCHMENT: 1874-1885 69 

stoves at a cost of $260. The furniture contract was let 
to the Sterling School Furniture Co. for $850. The Sixth 
Ward School cost, including lot, building, heating and fur- 
niture, $10,155, which was about $500 less than the cost of 
the Seventh Ward building. School was opened in the build- 
ing in October, 1877, with three teachers and 126 pupils. 

Perhaps the chief object sought in organizing the schools 
under the special charter in 1861 was to provide 
the best means for securing a good school building Every sec- 

for each section of the city and, when the Sixth its New 

. , o'7-7 School- 

Ward schoolhouse was completed m 1877, that house. 

result had been attained — six buildings containing 
thirty-one rooms. It required sixteen years and the expen- 
diture of $128,035 to accomplish it. When the last build- 
ing was finished the district was free from debt. It was an 
event well worthy of a celebration but the people were not 
in a humor at that time to make merry. On the other hand, 
they turned out at the next election and cast about 1,500 
ballots, which was a larger vote than was polled at the 
municipal election that year, electing three new members to 
the Board, none of the outgoing directors standing for re- 
election. This ended the first building period. 

2. LOSSES BY FIRE. 

On the night of April 4, 1876, the old Seventh Ward 
schoolhouse was burned. This was in the time of BQii^inga 
the spring vacation and on the night after the »«"»«<*• 
election of George W. Brown as mayor. It was a one-room 
building and was insured for $500, which amount was 
paid in full. After the fire the sixty pupils who had attended 
this school were taken into the other one-room building that 
stood on the same lot. By holding two sessions a day these 
two schools were thus accommodated until the new building 
was finished. 



70 GALESBURG PUBLIC SCHOOLS 

The Fourth Ward School building was burned on May 

1, 1882, the second story being totally destroyed 

Ward and the first practically ruined. This is the only 

School- • 1 1 r 

house serious school fire that has occurred while the pu- 

Bumed. .... 

pils were in the building. The fire caught in the 
roof by sparks falling from the chimney. It was discovered 
by the Principal, Miss Sara Pettee, about 9:30 o'clock in the 
morning. The signals for dismissal were sounded and the 
children marched out of the burning building as quietly and 
orderly as though no danger threatened. The teachers de- 
served and received much praise for the presence of mind 
evinced by them when confronted by sudden danger. In 
three minutes every child was out of the building. Miss 
Mary Allen West, then County Superintendent of Schools, 
commented on this fire in the educational column she was 
editing in the Republican-Register, in part as follows: 

"Those of us who remember the panic which occurred in the 
High School, when it took fire the year after its completion, fully 
appreciate this result of discipline. If we mistake not, the beauti- 
ful exhibition of orderly movement shown at the late fire reaches 
back to the panic of the first. Superintendent Roberts instituted 
fire drills which we believe have been continued ever since. Oc- 
casionally, and always at unexpected times, signals of dismission 
are given, and the children form in order and march out of the 
building. So perfect in this drill did the pupils become, that we 
remember once emptying the entire High School building in two 
minutes." 

The building, which had cost about $15,000, was in- 
sured for $5,000, of which amount the insurance com- 
panies paid $4,968.60. The contract for rebuilding the 
school was let to S. B. Hoisington for $5,525. Repairs 
on the heating plant amounted to $840.50, and the cost of 
refinishing the desks and replacing those that were de- 
stroyed, was $358.25. Thus the total damage caused by the 
fire was $6,723.75. The lesson the Board learned from the 
burning of this building was not to use shingles for roofing 
school buildings. Incipient fires caused by sparks falling 



PERIOD OF RETRENCHMENT: 1874-1885 71 

from the chimneys on the roofs had been frequent. A metal 
roof was placed on the new building and gradually the 
shingle roofs gave place to metal, slate or tile. 

Three of the new buildings were at first heated with 
furnaces and three with stoves. The furnaces 

Heating 

were the Smead-Ruttan make, the chief merit of system 

, . , . ., . , Changed. 

which was a system of ventilation that was con- 
nected with them. The furnaces were not satisfactory, for 
they failed to warm all the rooms sufficiently in the coldest 
weather, and they were gradually replaced by steam. Dr. 
George W. Foote while a member of the Board was a strong 
advocate of steam for heating all the school buildings, and 
his policy finally prevailed. By the close of this period a 
steam heating plant had been installed in each of the six 
new buildings. In the summer of 1874 a contract for heat- 
ing the High School with steam was given to the Anderson 
Steam Heating Co. for $3,000. In February of 1881 the 
boilers of this plant were replaced with the Haxtun boilers 
at a cost of $681.50. A steam plant was placed in the Fifth 
Ward building by Peterson and Jamison in March, 1879, for 
$807.80. G. D. Colton & Co. installed a steam heating plant 
in the Fourth Ward building in March, 1880, for $1,025. In 
the summer of 1881 the Haxtun Steam Heating Co., of Ke- 
wanee, placed their system of steam heating in the Sixth 
Ward building at a cost of $1,125. This same company 
in the summer of 1884 installed their system in the Seventh 
Ward building for $1,034, and in the following summer 
in the Third Ward building for $1,050. This change in 
the method of heating the school buildings cost $8,722. 
In changing from the Smead-Ruttan system of furnaces to 
that of steam, the Board practically abandoned all attempts 
to secure ventilation. 

An addition of two rooms was made to the Fourth Ward 
building in the summer of 1879. Mr. F. M. Ellis. 

° Addition 

an architect of Marshalltown, Iowa, was employed to Fourth 

' . ' -^ Ward. 

to make the plans and specifications for this im- 



72 GALESBURG PUBLIC SCHOOLS 

provement and to superintend the construction of the same, 
for which services he was to receive not more than one 
hundred dollars. The contract for building the addition was 
let to J. M. Wilbur for $3,274. George L. Arnold super- 
intended the work and received one dollar a day for his ser- 
vices. The addition was completed in time for the opening 
of schools in September, 1889. 

This completed the work of the Board in purchasing 
school sites, building schoolhouses and making permanent 
improvements for this period of eleven years ; the amount of 
money thus expended was about $50,000. While the 
work done was of a cheap order, no bonds were outstanding 
and the district was free from debt. 

3. THE BOARD AND ITS ACTIVITIES. 

For years after the Board of Education was first organ- 
TheFimc- ^^^^> it was disposcd to act upon all matters that 
Commit- Came before it as a body and not to make use of a 
tees. committee for anything. This method of transact- 

ing business where the volume is small is the best, but for 
the Board of Education, with the amount of business that 
comes before it, to attempt to act upon every detail as a 
body was out of the question. Committees must be used to 
collect, sift and classify the facts pertaining to the ques- 
tions that come before the Board, and to make definite 
recommendations in regard to the action to be taken. When 
an organization once learns the use and convenience of the 
committee, it is likely to act too much through its commit- 
tees. That was just what happened in this period. The 
Board fell into the habit of referring many things to the dif- 
ferent committees with power to act, without requiring 
them to report back the action taken, and that was the last 
ever heard of the matter, so far as the records show. When 
the matter referred involved paying a bill, fixing a salary, or 
letting a contract, it was quite important, for more reasons 
than one, that the records show what action was taken. In 



PERIOD OF RETRENCHMENT: 1874-1885 73 

many cases it is impossible for one to determine by the rec- 
ords what action was taken, or what amount of money was 
paid out. By way of illustration, two entries, which are by 
no means exceptional, are here given from the records : 
"June 11, 1877— It was voted that the sum of $4,000 be 
placed to the credit of the Building Committee to be ap- 
plied on the Sixth Ward School building, in such sums and 
at such times as they approve." "July 14, 1874 — The prop- 
ositions and contracts of Haxtun Steam Heater Co. to fur- 
nish a new boiler for the Fourth Ward building and put the 
pipes, etc., in proper condition for heating, and to furnish, 
put in and complete steam heating apparatus for the 
Seventh Ward School, were accepted and the Mayor and 
Clerk were authorized to sign said contract on behalf of the 
Board and to issue warrants thereon." No further entries 
in the records show what was done in either of these cases. 
Besides the manifest convenience of thus doing business a 
further reason for giving such powers to a committee may 
be the fact that no quorum might be present at the next 
regular meeting, which was frequently the case in those 
days. As late as March, 1885, the Republican-Register com- 
mented as follows: "There was no quorum of the Board of 
Education present at the time of the last meeting and busi- 
ness relating to the schools had been lingering along for two 
or three months without being attended to." For the past 
twenty-five years there has been but one regular meeting of 
the Board at which a quorum was not present. 

Among the standing committees of the Board of Educa- 
tion from its first organization was one called the xeachers 
Examining Committee, whose duty it was to give Examined. 
an examination to all applicants for positions in the schools 
and to issue certificates to such as in its judgment were 
qualified. A person was required to have such a certificate 
before he or she could be appointed. It was apparently the 
custom of this committee to hold an examination only once 
a year and that at the close of the schools in June. This ac- 



74 GALESBURG PUBLIC SCHOOLS 

commodated those who were appointed at the regular time, 
but when it became necessary to fill a vacancy that occurred 
after the opening of schools in September, it was not al- 
ways possible to secure one who held a certificate from the 
Examining Committee. In the course of years quite a 
number of teachers got into the schools in this way without 
certificates, and having proved themselves competent in the 
school room, no examination was required of them later. 
This caused dissatisfaction among applicants who held no 
certificates and who wanted to escape the examination. 
Their claim was that while there were regular teachers in 
the schools who held no certificates, "Why should we be re- 
quired to secure them?" The fact was that the Examining 
Committee had come to be looked upon as a device invoked 
by the Board to relieve its members from the importunities 
of undesirable applicants and their friends, rather than as a 
means of determining the qualifications of those applying 
for positions. To free itself from this criticism, the Board 
in appointing the teachers in June, 1877, made all the ap- 
pointments, that of the Superintendent included, subject to 
an examination. The effect of this action was the reverse 
of what the Board had expected. It was designed to allay 
the dissatisfaction of a comparatively few applicants and 
their friends, but it aroused the indignation and called forth 
the denunciation of all the teachers and their host of friends. 
This was a turbulent year in the Board anyway, and one 
thing more did not at first seem to make any difference with 
the members. For weeks the subject was thoroughly dis- 
cussed in the public press by the reporters, the teachers, the 
Superintendent and "The Occasional Contributor." Many 
uncomplimentary reflections were made. Even the integ- 
rity of the Superintendent was called into question. When 
the examination was held many of the teachers did not at- 
tend. It appears by the public press that those who held 
certificates were not notified of the examination. When the 
majority of the committee made its report to the Board, the 



PERIOD OF RETRENCHMENT: 1874-1885 75 

minority members publicly charged that "the report was 
crooked," that it contained the names of teachers as having 
passed the examination who were not even present at any 
time during the progress of the examination. The Board 
doubtless felt like the boy who, while wandering in the 
blacksmith shop picked up a piece of hot iron the blacksmith 
had recently cast aside. At the meeting of the Board in 
August all the teachers were appointed on the recommenda- 
tion of the committee, which saved itself and the Board by 
recommending the adoption of the following rule : "No 
teacher shall be employed to teach in any of the public 
schools of this city unless they hold a certificate from the 
Teachers' Committee, and such certificates shall be good for 
the term of three years. This rule to take effect and be in 
force January 1st, 1878." The subject was finally dismissed 
at this meeting of the Board by "Superintendent Andrews 
making a brief personal explanation respecting the integrity 
of his intentions in the conduct of the famous examina- 
tions." 

All the teachers were again required to be examined for 
certificates in September, 1883. This time it was Teachers 

Agrain 

by the County Superintendent of Schools, It Examined, 
came about in this way. At a meeting of the Board, when 
some of the members were not present, a teacher was ap- 
pointed who held a certificate only from the County Super- 
intendent. At the next meeting objection was made to this 
appointment on the grounds that the person did not hold a 
certificate from the Examining Committee of the Board. 
The question was referred to the State Superintendent for 
his decision. He rendered an opinion that no one who did 
not hold either a county or state certificate could teach in 
the public schools of the city. As the Board of Education 
was drawing at that time about $5,000 from the state 
fund, there was nothing to do but to have the teachers com- 
ply with the decision of the State Superintendent, which 
they did, on September 7, 1883, as before stated. The 



76 GALESBURG PUBLIC SCHOOLS 

Board not being fully satisfied with the opinion of the state 
department employed Mr. Fred A. Willoughby to take up 
the question on an agreed case to the Supreme Court for a 
decision. The Court sustained the opinion of the State Su- 
perintendent. The effect of this decision made an examin- 
ation by the Examining Committee unnecessary and it ac- 
cordingly ceased without any action of the Board to exer- 
cise that power, and the name was changed to "Teachers' 
Committee." 

All the salaries varied greatly at different times in this 
snperin- period. In 1874 the salary of the Superintendent 
Salary. was made $1,800; in 1877, $1,500; in 1879, $1,400; 
in 1880, $1,500; in 1881, $1,600; in 1882, $1,700. 

During the first year there was a campaign to increase 
Salaries ^^ Salaries of the teachers which was successful. 
inoreased. ^^ ^^g Octobcr meeting of the Board 'Tt was 
voted, on motion of Director Knowles, that the salary of 
teachers who received $40 per month last year be in- 
creased to $45 per month and, on motion of Director 
Cooke, the salary of all present teachers who received $45 
per month last year be increased to $48 per month." 
The question of a further increase of salaries continued to 
be agitated throughout this year. A special committee was 
appointed in April to investigate the subject and to report a 
revised schedule of salaries. In July this committee recom- 
mended that the salaries of the principals of the Third, 
Fourth and Fifth wards and also that of the teacher of 
the Grammar School (Room F, High School building) be 
made $60 per month. No recommendation as to the salaries 
of the other teachers was made. This report was adopted, 
and here the increase of salaries stops for this period. At the 
meeting in September "The Superintendent was instructed 
to notify the teachers that this Board does not wish to en- 
tertain the subject of increase of salaries during the next 
eight months." 



PERIOD OF RETRENCHMENT: 1874-1885 77 

In June, 1877, that fateful year, the Board made its first 
reduction in salaries, fixing that of the Superin- gaiaries 
tendent at $1,500, the Principal of the High School Decreased, 
at $70 per month, those of the principals of the ward 
schools at $54 per month, and those of the grade teachers at 
$45 and $35 per month. This was designed to be a 
ten per cent reduction. When the teachers were appointed 
in June, 1879, Director Stone moved that the salaries be the 
same as they were the year before, but before a vote could 
be taken on this motion, the following schedule of salaries 
was proposed and adopted. Directors Stone and Arnold be- 
ing the only members voting against it : Superintendent of 
Schools, $1,400; Principal of High School, $580; As- 
sistant Principal, $427.50; Principal, Assistant Principal and 
first grammar room teacher of Fourth Ward, $450 
each; general teachers, $380; principals of Third, Fifth, 
Sixth and Seventh wards, $450 each ; teachers for the 
first year, $270; and teachers for the second year, $315. 
This was intended for another ten per cent reduction. Thus, 
in two years all salaries were reduced twenty per cent or 
more, dropping from the highest point to the lowest. As 
far as the records show no protest was made and the public 
press appears to have been silent on the subject. 

When the teachers were appointed in 1880 some few re- 
ceived a slight increase in their salaries and the salaries 
same was true in 1881. At the November meet- Restored, 
ing in 1881 Director Stone moved "That for the remainder 
of the year the salaries of all teachers and janitors be in- 
creased ten per cent." Pending the consideration of the 
question the Board virtually restored the old salaries on the 
recommendation of the Examining Committee, and they re- 
mained unchanged to the end of the period. The salaries 
were as follows: Superintendent of Schools, $1,700; Prin- 
cipal of the High School, $700; the two assistants in the 
High School, the teachers of the eighth grade, and the ward 



78 GALESBURG PUBLIC SCHOOLS 

principals, $540; two of the grade teachers, $495; fourteen, 
$450 ; five, $405 ; and six, $360. 

If it were true, as it is frequently stated, that the num- 
schooi ^^^ °^ votes polled at the school election measures 
Elections, ^j^g interest the people take in public education, 
then the citizens of Galesburg have never been so interested 
in their schools as they were in those years. There were 
681 votes cast at the school election in 1875; in 1876, 867; 
in 1878, 1,464; and 1,326 in 1879. The editorial comment on 
this subject in the Republican-Register of June 1, 1878, is 
worthy of a place here : 

"On Monday next our citizens will be called upon to elect 
three members of the Board of Education, one each from the Third 
and Sixth Wards, to serve a full term of three years, and one from 
the Second Ward to fill a vacancy. If there are positions that only 
'the best men' should be selected to fill, they are those connected 
with our schools, and especially do we need our 'best men' to serve 
on the Board — not only men who are friendly to our system of 
schools, and who possess the confidence of the people, but who are 
qualified by education and experience to discharge the duties of the 
office intelligently, wisely, and without partiality or prejudice. The 
questions commonly dividing our citizens in the City and Ward 
elections, should not be permitted to intrude themselves when it 
comes to the selection of school officers; and the friendship to com- 
mon schools of the man who does intrude them, is to be seriously 
questioned. The idea that 'any person is good enough for a school 
director' is a mistaken one. ... It is a most important po- 
sition, morally, politically, and financially. School Boards can be 
improved upon; and all should strive, no matter how good the 
present may be, to make the incoming always better than the out- 
going Board. We trust our people Monday will agree upon a ticket 
composed of good men, and elect it without contest." 

The first time the Board of Education received an order 
Vaccina- from the State Board of Health requiring all 
tion, school children to be vaccinated, was in December, 

1881. A special meeting of the Board was immediately 
called, and on motion of Director Stone it was voted "That 
the Superintendent be instructed to direct each teacher to 
carry out the requirements of the State Board of Health 



PERIOD OF RETRENCHMENT: 1874-1885 79 

concerning the vaccination of pupils." The subject of vac- 
cination was subsequently before the Board many times for 
discussion in the other years of this period, and it was the 
source of much friction between the school authorities — the 
teachers in particular — on the one hand, and the parents and 
physicians on the other. The order was, however, kept in 
force. 

There was a time in the public schools, and it was a long 
time too, when the promotion of a pupil depended Examina- 
entirely upon how well he answered a set of ques- "<*°*- 
tions, generally ten in number, in each subject, on a certain 
day at the close of the year. How well he had done his 
work all the other days of the year was as nothing when 
compared with his work on the day of final examination. 
Nothing could have been more unreasonable or better de- 
signed to make nervous wrecks of the pupils than such a 
plan. This cruel and wicked system was abolished by the 
Board of Education at its August meeting in 1884, as the 
following entry from its records shows : 

"Director Stone moved that the rule concerning the average 
standing of pupils be amended so as to provide that in determining 
the standing of pupils for promotion or graduation the year's work 
in each study shall be taken into consideration." 

This action was all the more significant as it was the 
only instance where the records indicate that the Board of 
Education ever took special action in reference to the classi- 
fication and promotion of pupils. 

The habit the people had formed in the early years of 
coming to the Board with complaints, continued j,^^_ 
to some extent through this period. There were pia'nts. 
only two years in which one or more parents did not appear 
before the Board with complaints against the teachers or 
the Superintendent. There were, altogether, sixteen such 
complaints; of course 1877 was the banner year in this 
respect, one-third of all these cases occurring in it. Trouble 
for those connected with the schools seems to have been in 



80 GALESBURG PUBLIC SCHOOLS 

the air that year. The last petition to be signed by parents, 
asking to have a teacher dismissed from the schools, was 
presented to the Board in 1880. 

It was during this period that most of the lots originally 
owned and used for school purposes were disposed 

liOts Sold. r ™, , f , T^ , , 

of. The records of the Board are very mcomplete 
as to the disposition made of these lots. Most of the follow- 
ing facts were obtained from the county records. The lot 
in the Third Ward on the southwest corner of Kellogg and 
Losey streets, six by twelve rods, was sold in 1875 for 
$825 ; the lot on Simmons street, between West and Acad- 
emy streets, three by ten rods, was sold in 1877 for $350; 
the Sixth Ward lot on the northeast corner of Maple ave- 
nue and North street, four by nine rods, was sold in 1878 
for $300; the lot in the Fifth Ward, fourteen rods on Mon- 
mouth street and twelve rods on Brooks street, was sold in 
1882 for $125 ; and in the same year the one in the Seventh 
Ward, on First street between Seminary and Chambers 
streets, five by eighteen rods, was sold for $400. A lot on 
Cedar street, joining the High School grounds on the south, 
was purchased in 1878 for $1,000. 

4. teachers' meetings and voluntary training. 
The rules of the Board provide for general meetings of 
Teacheri' ^^^^ tcachcrs. At the first meeting of the teachers 
Meetings, jj^ September of each year one of their own num- 
ber is elected secretary, who keeps a more or less complete 
record of the meetings for the year. These records have all 
been preserved and from them can be gathered a fair idea of 
what is considered from time to time as important in the 
theory and practice of conducting schools. The meetings of 
this period were mostly devoted to the practical every day 
work of the schoolroom, to discussing the best methods of 
teaching the different topics in the various branches. The 
topics would be assigned at one meeting to certain teachers 
who would present them at the next, after which a general 




IIIIKI) WARD 

The Representatives of the Third Ward on the Board of iuhication 

since its First Organization in June, ISGl. 



PERIOD OF RETRENCHMENT: 1874-1885 81 

discussion would follow. In one or two instances a teacher 
brought her class of pupils before the meeting and con- 
ducted a recitation illustrating thus her method of teaching. 
Teachers, after visiting schools in other cities, would give 
an extended report of what they had seen. The work of the 
schools in St. Louis, Chicago, Brooklyn and Aurora was re- 
ported in this way. Discipline, oral instruction, prize read- 
ing, Friday afternoon exercises, examinations and ventila- 
tion of the schoolroom were some of the subjects most fre- 
quently up for discussion. All the teachers expressed them- 
selves as in favor of the Friday afternoon exercises, but they 
were strongly opposed to doing away with examinations, 
which was a popular movement in 1883 among the schools 
of the country. Some formal papers were prepared and read 
by the teachers on subjects such as "Geology of Knox Coun- 
ty," and "The Practical in Education," by Mr. F. R. Jelliff ; 
"The Ocean Currents," by Mr. O. P. Bostwick; "Teaching 
and Training," by Miss Ida M. McCall; "Reading," by Miss 
K. G. Clarke; and "Writing in the Lower Grades," by Mr. 
G. H. Bridge. One year a committee of the teachers made 
out the programs for the meetings. Only three persons from 
the outside addressed the teachers in these eleven years. 
They were Dr. J. V. N. Standish, on "The Louvre;" Rev. 
Mr. Shrimpton, Rector of Grace Church, and Miss Mathilda 
H. Ross, on "Kindergarten Work." From the organization 
of the schools in 1862 to February, 1877, these meetings had 
been held twice a month, convening on Friday at 3 :30 p. m. 
After that date they were held once a month. There is an 
interesting bit of history connected with this change in the 
number of meetings required. It was voted at a meeting of 
the Board in December, 1876, "That the rule of the Board in 
regard to teachers' meetings be so changed as to require 
such meetings to be held on Saturdays." Director Cooke 
was the only member who voted against this resolution. 
All the teachers attended the first meeting held on Satur- 
day, but there were thirteen who were not present at the 



82 GALESBURG PUBLIC SCHOOLS 

next meeting to respond to their names when the roll was 
called. This had the desired effect. The Board changed the 
time of meeting back to Friday and made the number of 
meetings required one instead of two each month. The 
secretary wrote in the records of the next meeting "Joy was 
written on the faces of all as a result of the fact that teach- 
ers' meetings were to be held on Saturday no longer." The 
last meeting of each year was spent in reading the names of 
pupils registered in the schools during the year with the 
age at the time of entering. It was in this way that the total 
number enrolled during the year was determined. 

In addition to the professional training received from 
Professor ^^^ tcachcrs' meetings, Professor S. S. Hamill, an 
Hamiu. elocutionist of reputed merit, was employed by the 
teachers in February, 1880, to give them a course of ten les- 
sons in voice culture and reading. In this way they hoped 
the better to qualify themselves for imparting like instruc- 
tion to their pupils. For these lectures the teachers paid 
Professor Hamill $100. He gave a public reading at the 
close, the receipts of which went toward paying this amount. 
Such special work as this by teachers, especially when of 
their own initiative, is life-giving and deserving of encour- 
agement. The good effects of these lectures were felt in the 
schools for years. 

5. COURSES OF STUDY. 

A course of study was printed in 1878. For some time 
previous to that date the Board of Education had 

Course of 

Study of felt the need of havmg the rules and regulations 
revised and printed, and when they were issued in 
pamphlet form in that year the Superintendent succeeded 
in having included a course of study. This was the second 
course of study to be printed, the first one being in 1865. It 
is interesting to note the changes made in the school work 
in those thirteen years, and it is rather remarkable that the 
changes here mentioned were made apparently without any 



PERIOD OF RETRENCHMENT: 1874-1885 83 

action of the Board of Education ; at least no reference to 
them is contained in the records. It is a good illustration 
that sometimes in the growth of an institution vital changes 
occur without receiving official sanction. In this course of 
study of 1865 there were seven years in the grades and two 
years in the High School ; in 1878 there were eight years in 
the grades and three years in the High School — an addition 
of one year to each department. The attendance record 
shows that in 1874 there were ten grades below the High 
School. The records of the Board are silent about why and 
when these important changes were made. In 1865 the 
seven years of work in the grades were subdivided into the 
primary division, the intermediate division, and the gram- 
mar division, and the different grades were numbered from 
one to seven, beginning with the last year. In 1878 these 
subdivisions had disappeared and the grades were numbered 
from one to eight, beginning with the first year of school ; 
for example, a pupil in grade one in 1865 did the last year's 
work below the High School, while in 1878 a pupil in grade 
one did the work of the first year of school. The course of 
study in 1878 contained quite a full outline of work to be 
done in reading, arithmetic, grammar, geography, his- 
tory, spelling, drawing and oral work. 

The pupils were taught to read by the word and phonetic 
method, Leigh's Primer, a book in which an at- Reading. 
tempt was made to represent, to a limited extent, the pho- 
netic sounds of some of the letters by slightly modifying 
their forms, being used. A First Reader, containing a 
vocabulary of about seven hundred words, was also read in 
this grade. The Second Reader was begun and completed 
in the second grade. The Third Reader was taken up in 
the third grade but only one hundred and seventy-five pages 
of it were read. It was completed in the fourth grade and 
the Fourth Reader begun. While the Fourth Reader thus 
furnished a part of the reading for the fourth grade, it also 
furnished all the reading for the fifth and sixth grades. The 



84 GALESBURG PUBLIC SCHOOLS 

Fifth Reader was read in the seventh and eighth grades. 
The five reading books used were so divided that each of 
the eight grades had about one hundred and seventy-five 
pages of reading matter. Vocal culture received much at- 
tention in the teaching of reading; pupils of the third grade, 
for instance, were expected to understand and define artic- 
ulation, emphasis, rate, accent and inflection; those of the 
fifth grade, pitch, force, volume and quality of voice. 

A book on arithmetic was not placed in the hands of the 
Arith- pupils until they reached the sixth grade. The 
metic. work in the first five grades, which was largely 

abstract, was oral and it was called "numbers." It was 
based on the Grube method. The multiplication table was 
learned in the second and third grades, the same as now. 
The work of the fourth grade included the fundamental 
rules ; the fifth grade, common fractions ; the sixth grade, 
decimal fractions and measurements; the seventh grade, 
percentage and interest; the eighth grade, the applications 
of percentage, square and cube root. 

A text-book on grammar was used in the seventh and 
eighth grades. Below these grades the work was 

Grammar. 111,. 

all done orally under the name of "language les- 
sons;" while there was some writing of compositions in 
each of these grades, the work was, however, largely tech- 
nical grammar. 

Five years were devoted to geography. Oral lessons 
Geog- were given throughout the third year; a Primary 

raphy. Geography was taught in the fourth and fifth 
years, and a Comprehensive Geography in the sixth and 
seventh years. Map drawing was called for each year, and 
much emphasis was placed on imaginary journeys between 
places studied. 

Spelling was taught in all the grades but no spelling 
book was at that time in the schools. The words 

Spelling. 

for spelling were selected from the books used in 
the grades. There is, perhaps, no better method of teaching 



PERIOD OF RETRENCHMENT: 1874-1885 85 

spelling, provided the teacher appreciates the importance 
of the subject and takes sufficient time and care for the 
work, which she is not likely to do when the program be- 
comes crowded. At one of the teachers' meetings, after a 
spirited discussion, a vote was taken whether or not the 
syllables of a word should be pronounced in spelling. Thir- 
teen teachers were in favor of the practice and eighteen 
against it. 

The systematic teaching of penmanship, or "writing," 
was begun in the fourth grade and continued p^j,. 
throughout the other grades. A copy book was manship, 
used. The pupils first used pen and ink in the fourth grade. 

A course was outlined in drawing for each grade. Be- 
ginning with the third grade, two drawing books 

, , ,••,,-, , Drawing. 

were used each year; synthetic m the third and 
fourth, analytic in the fifth and sixth, and perspective in 
the seventh and eighth. The teacher was expected to 
write out the work she did on each of the subjects in a 
blank book provided for her. 

As there were only three hundred copies of the course of 
study printed in 1878, the supply probably became 
exhausted in six years and a new edition was nee- study 
essary. At any rate another course of study quite 
similar to that of 1878 was printed in 1884. The pamphlet 
was twice as large. This was due to the fact that it was a 
manual as well as a course of study. In those six years 
there had been a decided change in the amount of work to 
be done orally and in the text-books; a spelling book was 
now in the hands of the pupils in the last three grades, while 
in 1878 there was no spelling book in any grade; a book on 
arithmetic was taken up three years earlier, in the third 
grade in place of the sixth ; a language book was begun a 
year earlier; the dictionary was introduced in the third 
grade instead of the fourth. Penmanship above the second 
grade was taught by a special teacher. Drawing books had 
been changed and the Bartholomew system of drawing was 



86 GALESBURG PUBLIC SCHOOLS 

again in the schools. There was no outline nor direction 
given in this subject further than the number of the two 
books to be used in the grade. The Fourth Reader was 
completed in the fifth grade, and "Readings in Nature" was 
the text-book for the sixth grade. Two pages were given 
to an outline of civil government for the use of teachers 
and pupils in the grades below the High School, and one 
page to a list of authors in the different departments of lit- 
erature, for the purpose of aiding the teachers in directing 
their pupils to a course of reading and the formation of a 
good library. 

Penmanship was taught by the regular teachers with 
Pen- copy books for the first six years of this period. 

manship. j^^ ^j^g August meeting of the Board in 1880, it was 
voted, on motion of Director Murdoch, to employ a special 
teacher of penmanship for that year. Mr. J. M. Martin, 
who was conducting the Western Business College in the 
city at that time, was employed for the fall term to spend 
several hours daily in the schools, for which he was paid 
forty-five dollars a month. Mr. G. H. Bridge was made 
special teacher of penmanship in January, 1881, which po- 
sition he filled not only for the remainder of this period, but 
also for several succeeding years. He gave two lessons a 
week in each room, beginning with the third grade. He 
soon discarded the copy book. 

There was an effort made in this period to teach draw- 
ing, but according to the records of the teachers' 

Drawing. ° . . ° . ,, , ry^, 

meetmgs it was not successfully taught. The 
Bartholomew system of drawing was re-adopted in Jan- 
uary, 1884, on motion of Director Murdoch. The Repub- 
lican-Register in commenting on this action of the Board 
said : "This action, in effect, introduces instruction on this 
important subject." The work was begun immediately but 
only in the second, third, fourth and fifth grades. It made 
but little headway. There was no special teacher for the 



PERIOD OF RETRENCHMENT: 1874-1885 87 

subject and the Board at no time considered the advisability 
of appointing one. 

There were several unsuccessful attempts made in this 
period to have music taught in the schools. At 
the September meeting of 1878 Mrs. M. D. Cooke 
personally appeared and addressed the Board on the desir- 
ability of introducing the teaching of vocal music in the 
schools. The subject was referred to the Teachers' Com- 
mittee to report at the next meeting, which it did by recom- 
mending that the question be postponed until an appropria- 
tion could be made and included in the tax levy. The ques- 
tion was again before the Board in August, 1880. At that 
meeting a motion, made by Director Murdoch, to employ a 
teacher for the ensuing year to conduct "Mason's Musical 
Course" was adopted by a vote of four to one. At the next 
meeting of the Board, however, this action was rescinded. 
Later in that year Director Murdoch made several efforts to 
have music introduced in the schools but they were all of 
no avail. 

The study of the principles of the kindergarten and the 
application of its methods to public school work, 
which have so chane^ed the methods of instruction srarten 

° Work. 

and the spirit of public schools, began the latter 
part of this period. This movement originated entirely with 
the teachers, and the Sixth Ward School led the way. In 
1880 Miss F. Lilian Taylor was Principal of that school and 
Miss Clara O. Horton the primary teacher. Miss Horton 
provided herself with a superior kindergarten table of her 
own design and began giving some kindergarten work and 
applying some of its methods to the regular work of the 
grade. Miss Taylor discovered that she could use some of 
the kindergarten materials and methods in her work with 
the fifth and sixth grades, particularly in arithmetic. About 
this time Miss Anna M. Armstrong began the work in her 
room in the Fifth Ward School. Considerable interest in 
the work must have been awakened at that time as in 



88 GALESBURG PUBLIC SCHOOLS 

November, 1882, the Board of Education referred the mat- 
ter of providing each primary room with a kindergarten 
table to the Committee on Supplies to report the cost. The 
next year it was decided at a teachers' meeting to introduce 
among the smaller children the simpler forms of kindergar- 
ten work. In January, 1885, Miss Mathilda H. Ross of the 
St. Louis Kindergarten addressed the teachers and also the 
Board of Education on "The Value of the Kindergarten." 
The Board was favorably impressed by Miss Ross's address, 
voted her its thanks, and, on motion of Director Stone, it 
voted to furnish the primary schools "with apparatus for 
partial kindergarten work." Later in the year it provided 
five kindergarten tables at a cost of forty-nine dollars. The 
kind of work done was paper folding, paper cutting, mat 
weaving, card sewing and clay modeling; and the testi- 
mony of the teachers was that instead of losing time from 
their studies the children were inspired with greater zeal 
and love for study by these simple manual and mental exer- 
cises. This movement, if it did not originate with, certainly 
received its inspiration and assistance from, Miss M. Evelyn 
Strong who was then conducting a private kindergarten in 
the city, in which there was a normal department where the 
teachers could receive special instruction in this work. Dur- 
ing the decade following 1885 many of the teachers took a 
complete normal course in Miss Strong's school. Miss F. 
Lilian Taylor and Miss May T. Williams being the first to 
graduate and receive kindergarten diplomas. The effect of 
this movement was to cause the teachers to make a study 
of the child and to present the subject to be taught from 
the viewpoint of the child, which two features really con- 
stitute what is known as the "New Education." 

The following text-books were adopted in this period: 

Montieth's Elementary Geography, in August, 
Books 1875; Monroe's Series of Readers, in September, 

1875; Quackenbos' United States History, in 
April, 1878; Harper's Geographies, in August, 1882; Bar- 



PERIOD OF RETRENCHMENT: 1874-1885 89 

tholomew's Drawing Books, January, 1884; Fish's Arith- 
metics, February, 1884. Webster's Dictionary was adopted 
as the standard, September, 1880, on motion of Director 
Stone. Monroe's Speller came into the schools sometime 
between 1878 and 1884, but there is no record of its adoption 
nor even its reference to a committee. Swinton's Language 
Books must have been adopted sometime in this period 
previous to 1884, but there is no mention of the fact con- 
tained in the records of the Board. 

The changes made necessary by the adoption of some of 
these books called forth severe criticism, and in some cases 
the criticism went so far as to impugn the motive of those 
instrumental in making the changes. There is no more un- 
thinking and unreasonable criticism than that frequently 
made on the change of text-books. The cost of school 
books is a burden on many homes but the prevailing notion 
that a change of books greatly increases that burden, is 
wrong. There has not been a change of text-books in the 
Galesburg schools within the past twenty-five years that has 
added to the usual expenses, with but one exception ; that 
was in the High School, and it occurred through a mistake. 
The books were changed on the progressive plan, that is, as 
the pupils were promoted and a new book of some kind was 
necessary. The cost of school books is caused not by the 
adoption of new books by the Board, but by the promotion 
of the pupils. It is an incident in the advancement of the 
child. The importance of this question to public educa- 
tion may be realized when one considers the improvement 
made in the text-books within the last thirty years. A care- 
ful comparison of the books in use to-day with those of that 
date will convince anyone that there has been no greater im- 
provement made within that period in the implements of 
the farm, in the tools of the shop, or in the conveniences of 
the modern home, than in the text-books of the school. 



90 GALESBURG PUBLIC SCHOOLS 

Of the eleven annual reports which Superintendent An- 
PabUcs- drews made to the Board of Education, only that 
tions. Qf iggo Yvas printed in pamphlet form ; the others 

were given to the papers for publication and four of them 
may be found in the files of the Republican-Register for 
1876, 1878, 1879 and 1883. There were two pamphlets 
printed containing the course of study and the rules and 
regulations, one in 1878 and the other in 1884. These were 
all the publications issued by the Board in this period. 

6. SPECIAL SCHOOLS. 

There was a night school during the winter months of 
Night some of the years in this period, but it is difficult 

School. ^Q determine in which years the school was held, 
as the Superintendent made no report of it to the Board 
that found a place in its records. There was such a school 
conducted the first winter, for the Republican-Register of 
February 6, 1875, refers to the school as follows: "The 
night school does not appear to be as highly appreciated or 
liberally patronized as it should be, when we consider that it 
offers an education free to those who by circumstances are 
unable to attend day school. This is the third year the 
night school has been run, and each year there has been a 
falling off, when one would naturally suppose that the pat- 
ronage would increase." No trace of a night school can be 
found for the next five years. The Superintendent in No- 
vember, 1877, recommended that one be opened that win- 
ter but no action was taken by the Board. The last night 
school conducted by the Board of Education was held in the 
winter of 1880-81. For such cities as Galesburg the need of 
a night school passed with the coming of the compulsory 
educational law. 

At different times Superintendent Andrews urged the 
Ungraded ^oard to establish an ungraded school for boys. 
School. 'pi^g object of such a school as stated by him was, 
"to accommodate a large number of boys who can attend 



PERIOD OF RETRENCHMENT: 1874-1885 91 

school only during the winter months and who, on account 
of their age and book knowledge, cannot be advantageously 
classified with the other pupils." He made his last appeal 
in January, 1878, but no action was taken at that meeting 
of the Board. At the next meeting Dr. Foote succeeded in 
getting the question referred to the Teachers' Committee, 
where apparently it was allowed to rest. 

7. SPECIAL FEATURES OF ORGANIZATION. 

Two features of the present organization originated in 
this period, one of them possibly earlier ; and they ciassia. 
are deserving of special notice as they are peculiar «»"<>•»• 
to the Galesburg schools and are designed to relieve the un- 
desirable stress incident to education in the mass which, it 
should always be remembered, has its great virtues as well 
as its serious faults. One of these features is the system of 
classification. The classes are so arranged as to be on an 
average only three months apart in each grade. This 
makes it possible, and entirely practicable, to transfer or 
hold back, a pupil whenever it is to his best interests to do 
so; this cannot be done where the classes are a whole grade 
or half a grade apart, without great danger of doing more 
injury than would be wrought by the evil sought to be rem- 
edied. This method of classification was introduced by Su- 
perintendent Andrews in 1876, for in his annual report for 
that year to the Board of Education he says: "I have tried 
during the past year so to arrange the classes in the different 
grades that there shall not be more than a difference of three 
months between them." There is nothing of more value in 
the organization of the Galesburg schools than this system 
of classification, for records carefully kept for the last fifteen 
years show that on an average in all the grades one pupil 
out of every three has taken either more or less time than 
that required by the course of study for each grade. The 
only objection to the method is that it complicates the work 
of supervision and increases the work of instruction. 



92 GALESBURG PUBLIC SCHOOLS 

The other feature is the custom of two dismissals at the 
Two Di9- close of the afternoon session. Those who are 
missals. ^gjj ^p jj^ their work and who have had good les- 
sons during the day are dismissed at 3 :30, while the others 
remain a half hour longer for individual instruction. In this 
way those who find their work hard from any cause can re- 
ceive the help needed to keep them in their classes. It is 
better to keep pupils from becoming laggards than to estab- 
lish a school for them after they have been allowed to de- 
velop — a notion that seems popular to-day. It cannot be 
determined who was the author of this plan, or when it was 
introduced into the schools. As early as 1875 it was refer- 
red to in an incidental way in a teachers' meeting. Like all 
good things there is danger of its being neglected or abused, 
and the temptation to do so is sometimes very strong at the 
close of a hard day's work. 

During this period one or more stated substitutes were 
subBti- employed each year at the time the regular teach- 

tntes. gj.g T^QYe elected. They received twenty-five dol- 

lars a month. When a substitute taught for a regular 
teacher her pay was deducted from the salary of that 
teacher. There were some exceptions to this rule, however. 
There were a few instances when a regular teacher was 
granted a leave of absence with the understanding that she 
would do substitute work when necessary, and in such cases 
the pay was larger than the usual salary of the substitute, 
but it was always at the expense of the teacher for whom 
the work was done, the principle observed being that no ab- 
sence of a teacher for any cause should be allowed to in- 
crease the cost of instruction fixed at the time the teachers 
were employed. 

Superintendent Andrews began his administration by 
Attend- Opening war on irregularity of attendance, and he 
*""*• kept it up for years with a persistency worthy of 

commendation. He talked about it in the teachers' meet- 
ings, constantly referred to it in his monthly reports to the 



PERIOD OF RETRENCHMENT: 1874-1885 93 

Board, and gave great emphasis to it in his annual reports. 
In his report for 1879 he recommended that truants be ar- 
rested. 

All of this had its effect, for the cases of tardiness which 
had been as many as a thousand in one month were reduced 
in three years to fewer than one thousand for the entire 
year. There is no way of determining the effect it had on 
truancy, though it must have been good. It is safe to say 
that in three years a spirit of indifference had been changed 
to a habit of punctuality. This was a great thing to ac- 
complish, for it is doubtful if any element enters more 
largely into the success of a school than that of punctuality, 
but not for the reasons generally assigned — such as that tar- 
diness and absence spoil the record of the school, or that 
they cause the pupil to fall behind by reason of his missing 
valuable instruction given to the class. The fact is that 
neither of these reasons is very important, and the child and 
the parents do not generally feel that they are ; the all-im- 
portant point is that the child is likely to lose his interest in 
school and, with his interest gone, there is practically noth- 
ing left for him, for nothing is so deadening to one's inter- 
est in anything as neglecting the opportunities it offers. 

For some years Friday afternoon exercises in which the 
pupils were trained to speak in public were quite gp^,a| 
general in the schools. The teachers considered *'®at"re9. 
them of much value to the pupils. Out of these exercises 
sprang a custom in 1883 which certainly possessed much 
merit for the older pupils, at least, called Book Day, the ob- 
ject of which was to cultivate in the pupils the habit of read- 
ing good books. On these days the pupils would report the 
books they had read and give a review of them. In the High 
School this custom took another phase. The pupils were 
encouraged to form the habit of reading for twenty minutes 
every day, by having them give to the school in reviews and 
essays a report of what they had read. 



94 GALESBURG PUBLIC SCHOOLS 

8. IMPROVEMENTS AND ALTERATIONS. 

Telephones were first installed in the different schools 
^^,^ in the summer of 1882. They were not originally 

phones. placed in the buildings for school purposes or by 
order of the Board of Education, but for fire and police pur- 
poses and by order of the City Council, a key to the building 
being left at the nearest residence. The Board afterwards, 
however, voted to bear half of the expense of maintaining 
them. 

The first school building to be provided with city water 
jjjjy for drinking and fire purposes was the High 

Water. School, now the Churchill School. The Board or- 
dered this improvement, on motion of Director Murdoch, in 
December, 1883. The other buildings were similarly 
equipped as soon as the water mains were extended past 
them. 

Perhaps no single improvement was more frequently 
j^p^ discussed and so often postponed as the placing of 

Escape. ^ ^j-g ggcapc ou the High School building. Every 
fire that occurred brought the question before the Board for 
discussion. Finally, at the same meeting at which the water 
system was ordered connected with the building, it was 
voted, on motion of Director Brown, to place a fire escape 
on it as provided for by the city ordinances, which was done 
the following June at a cost of $50.20. 

The outside doors of the building were changed in the 
summer of 1877 so as to open outward, and, at the 

other , . 

Improve- bcgmumg of schools this year, a clock and a dic- 
tionary were ordered placed in each schoolroom. 
The following year the bell on the High School that had 
done service for twelve years, lost its musical tone by being 
cracked and it was replaced by a new one at a cost of 
$109.60. 



PERIOD OF RETRENCHMENT: 1874-1885 95 

In this period the Board was interested in the appear- 
ance of the school e^rounds and took the necessary 

1 TIT t • Beautify- 

steps to make them beautiful. It voted, on motion ing school 

. -urT-^i^i iT-v • Grounds. 

of Director M. D. Cooke, at the December meeting 
of 1875, "That the Building Committee be instructed to take 
necessary steps to embellish the grounds of the new school- 
houses with shade and ornamental trees," and again in 
March, 1879, it was voted, on motion of Director Stone, 
"That the Building Committee provide shade trees for the 
school grounds." 

The advisability of making two schoolrooms of the 
chapel, which occupied the east half of the third 
floor of the High School building, was under con- chapei 

• 1 • 1 1 T^ 1 r rr-. Divided. 

sideration by the Board for a year or two. The 
proposition met with much opposition. A strong article 
against it from the pen of Miss Mary Allen West appeared 
in the press. The Building Committee, however, recom- 
mended in July, 1878, that it be divided by a partition into 
two rooms. This recommendation was concurred in by the 
Board after it was changed, on motion of Director Nelson, 
so as to mean that the partition was to be only a temporary 
one. 

When the rules were revised for publication in 1878 
and were before the Board for final action, Di- 
rector Murdoch offered the following amendment : E*"^(*g"g 
"At the opening of each session of the schools, at 
least ten verses of the Bible shall be read to the pupils by 
the principal, or, in his absence, by one of the assistants. A 
suitable hymn may be sung." The amendment was referred 
apparently without discussion to the Committee on Rules 
for a recommendation, and the motion to adopt the rules, 
subject to the report of the Committee, then prevailed. At 
the next meeting the Committee recommended that the 
whole matter of opening the daily sessions of the schools 
with religious exercises be referred to the Superintendent 



96 GALESBURG PUBLIC SCHOOLS 

of Schools, which was concurred in by the Board. The Su- 
perintendent evidently left the question to the discretion of 
the individual teachers as is indicated by the following 
entry from the secretary's record of the next teachers' 
meeting: "The rules on opening exercises are wisely silent 
— not any rather than those repugnant to pupils and 
patrons." 

At the request of the County Superintendent of Schools 
and the recommendation of Superintendent An- 

Centen- ^ 

Dial Ex- drews the Board had photographs of the school 

position. o 1 

buildmgs taken for the educational department of 
the Centennial Exposition, held in Philadelphia in 1876. 
There is no evidence that the work of the schools was rep- 
resented in any way at that exposition. 

The fiscal year which formerly closed September 30th 
Fispai "^^^ changed by resolution of the Board, March 

Tear. 14^ 1882^ to end June 30th. This was done to 

have it correspond with the school year of the general 
school law. 

9. THE HIGH SCHOOL. 

The average monthly enrollment of the High School for 
the first year of this period was seventy-four, and 

Growth. r , 1 , . 

for the last year one hundred and eleven. This 
made an increase in the High School of fifty per cent, while 
the grades decreased during the same time three per cent. 
The total number enrolled for any one of these years is not 
known except for 1880, when it was 119. The number to 
graduate in this period was 151. A third teacher was added, 
probably in 1875. It was then the custom to promote pupils 
to the High School twice a year. 

In the thirteen years following 1865 there were doubtless 
Course of some changes made in the course of study, but 
study. what they were there are no means of determin- 

ing; for the second printed course did not appear until 1878. 



PERIOD OF RETRENCHMENT: 1874-1885 97 

It consisted of one course of three years, which was divided 
as follows : 

First Year. — Algebra and reading, each for the entire 
year ; physical geography and English grammar for seven 
months each ; zoology and composition for two months 
each. 

Second Year. — Latin for the entire year; arithmetic and 
physiology for four months; botany and select readings 
for two months each. 

Third Year. — Latin for the entire year; geometry for 
seven months; science of government and English liter- 
ature each four months ; chemistry for two months ; re- 
view of geography and history for three months. There 
were abstracts, essays, declamations and select readings 
throughout the course. 

It would seem that this was a new course of study 
adopted that year, for a note appended reads: "No change 
from previous arrangement of studies shall interfere with 
the advancement of pupils now in the High School." 

In this period the High School was generally regarded 
as an institution whose purpose was to prepare its 
students for college. Superintendent Andrews school 

Prepara- 

recommended m his annual report for 1880 that tory for 
the course be extended to four years, and that 
Greek be introduced so that students might be thoroughly 
prepared for the Freshman class in the classified course of 
the colleges. At the same time he recommended that Book- 
keeping be made a part of the curriculum. There is no 
record that the Board adopted either of these recommenda- 
tions. In 1883 the Board appointed "the Teachers' Com- 
mittee with the Superintendent to confer with such com- 
mittees as may be appointed by Knox and Lombard in re- 
lation to books and studies in the High School department, 
with a view of making the studies uniform for those who 
may desire to pass from the High School to either institu- 
tion." This committee never made any report to the Board. 



98 GALESBURG PUBLIC SCHOOLS 

In 1884 appeared the third printed course of study. The 
principal difference between it and the course of 

Third ^ 

Course of 18/8 was that the year of reading:, the seven 

study. . -^ ° 

months of English grammar, and the review of 
geography and United States history were omitted, while 
a year of Latin was added and the study of English classics 
for five months in the first and second years was introduced. 
Natural philosophy appeared here for the first time under 
its present name, physics. There was still but one course 
offered. However, some choice was allowed as is shown by 
the following note at the end of the course, "Those taking 
Latin shall omit one of the English studies; but algebra and 
geometry are obligatory." Requiring the pupils actually to 
read at least one complete production, or book, of the rep- 
resentative authors studied, a practice introduced in 1884 
by the study of English classics, was the beginning of the 
present rational method of teaching English. 

The first year the High School held graduating exercises 
by itself was in June, 1876. Previous to that time 

Gradua- , . 

tion Ex- the graduates read their essays or delivered their 

ercises. _ 

orations as a part of the "Annual Exhibition" 
which was held at the close of schools in the chapel of the 
High School. In addition to the original productions of 
the graduates these exhibitions consisted of prize speaking 
by some fifteen to twenty-five pupils from the grades. The 
Board awarded the prizes, generally voting ten dollars for 
that purpose. The last of these "Annual Exhibitions" with 
prize speaking as a leading feature was held in the old 
First Church, in 1875. The next year the High School met 
by itself in the chapel of the High School building, the four 
graduates reading their essays and some of the other stu- 
dents delivering declamations. The class of 1877 was a 
large one, numbering fourteen, and the graduating exercises 
were held in the old First Church. The next year the ex- 



PERIOD OF RETRENCHMENT: 1874-1885 99 

ercises were held in the Opera House which the Board 
rented for fifteen dollars. In 1879 a brass band from Abing- 
don was imported by the Board for the occasion at an ex- 
pense of twenty-five dollars. The class of 1880, numbering 
twenty-one, was the largest class that had been graduated 
up to that time, and its graduating exercises occupied three 
hours. In the following class was Belle W. Allen, the first 
colored student to graduate from the High School. Some 
sixty to seventy of the leading citizens desirous of showing 
their appreciation of her successful school career and of the 
example she had thus set as to how to secure the proper rec- 
ognition of her race, purchased a valuable gold watch and 
chain and presented them to her on that day. The class of 
1885 was the last and largest class to be graduated in this 
period. There were twenty-eight in the class, eighteen 
young women and ten young men. After 1877 the graduat- 
ing exercises were held in the Opera House, and it was 
never large enough to accommodate all who desired to at- 
tend. It is thus seen that these public exercises of the High 
School were popular from the first. 

Four prizes were given by citizens to members of the 
graduating class of 1879, two for excellence in 

Prizes to 

scholarship and two for the best essays. Dr. cradu- 
George W. Foote, a member of the Board, gave 
the prizes for scholarship, the first prize being Macaulay's 
"England," which went to Fred W. Sisson; the second be- 
ing Gibbon's "Rome," which Flora A. Ward received. The 
prizes for the best essays were given by Mr. John C. Fahne- 
stock and Mr. Parley M. Johnson. The first prize, English 
Pictures, was awarded to May T. Sullivan and the second 
prize, Whittier's Poems, to Mary E. Hunt. As far as it is 
known this is the only instance where prizes have been 
given to persons graduating from the High School, except 
when a college has awarded a scholarship to the one taking 
first honors. 



100 GALESBURG PUBLIC SCHOOLS 

Dr. George W. Foote retired from the Board of Educa- 
Aiumni ^'O" ^" June, 1879. As he had been an active mem- 
«on"orI ^^^ of th^ Board and had taken a special interest in 
ganized. ^j^g class that was graduated that year on account 
of its having entered the High School the year he became a 
member of the Board, the members of the Board of Educa- 
tion and the graduating class, desirous to show their appre- 
ciation of his services and interest, assembled on the even- 
ing of graduation day at the residence of Mr. A. Jacobi on 
Broad street, and proceeded in a "solid column" to the 
Doctor's residence on Kellogg street. It was a complete 
surprise to him and his wife, but they gave their guests a 
royal welcome; the result was the most pleasant time the 
members of the Board, the teachers and the members of the 
graduating class ever enjoyed together. So pleased was the 
Doctor with the occasion that the next year he gave a recep- 
tion at the close of schools to the members of the Board of 
Education, the teachers of the public schools and the grad- 
uates of the High School. Some thirty-five of the former 
graduates were present and the idea of organizing an 
Alumni Association suggested itself to them. At this re- 
ception they took the preliminary steps by electing Mr. T. 
D. Stevens, of the class of '68, President, and Mr. E. K. 
Hoover, of the class of m , Secretary. A committee con- 
sisting of Mr. James B. Ayres, Miss Eva Billings and Miss 
Lottie Stilson was appointed to draft a constitution and re- 
port the next year, which they did at a similar reception 
given by Director G. A. Murdoch at his residence on Prairie 
street, June 3, 1881. The constitution as reported was 
adopted, and the "Alumni Association of the Galesburg 
High School" was thus permanently formed. The first of- 
ficers under the constitution were then elected as follows : 

Mr. James B. Ayres, President. 

Miss Anna Schryver, Vice President. 

Mr. Charles Dunn, Secretary. 

Mr. Curtis Daugherty, Treasurer. 



PERIOD OF RETRENCHMENT: 1874-1885 101 

10. RESIGNATION OF SUPERINTENDENT M. ANDREWS. 

While Mr. Andrews met with considerable opposition in 
the first years of his service as Superintendent of Schools, 
yet in the last half of his term of service he grew stronger 
year by year and when he resigned in June, 1885, it was 
with sincere regret to the members of the Board of Edu- 
cation and to the people generally. He had done much for 
the schools, particularly in the line of discipline. He was 
strong with the teachers. In June, 1881, they presented him 
with a purse of one hundred and forty-two dollars and re- 
quested him to spend it in seeking rest and recreation dur- 
ing the summer. In the records of the Teachers' Meetings 
is found the following: 

"With feelings of deep regret and sadness at parting from a 
Superintendent who has done such efficient work for the public 
schools of Galesburg, the teachers met Saturday, June 13, (1885), 
and passed the following resolutions: 

Whereas, Mr. Andrews, after an association of eleven years 
with the Galesburg Public Schools, deems it best to sever this con- 
nection and accept the Superintendency of the Oakland schools, 
and 

Whereas, Our relations with him as teachers have been most 
pleasant and satisfactory and such as to inspire in us both respect 
and feelings of the deepest regard, and 

Whereas, By the faithful, efficient and general discharge of 
his duties he has raised the standard of the city schools so that his 
loss seems almost irreparable; therefore, be it 

Resolved, That we the teachers of the Galesburg Public 
Schools hereby express our regret at the separation and rejoice in 
the prospect that his future work will be less arduous and more 
remunerative, and 

Resolved, That we tender him our heartfelt thanks for the 
support which, without crushing our individuality, he has uniformly 
extended both in discipline and mental training, and 

Resolved, That we hereby commend him to the hearty sup- 
port of his future associates, assured that time will but deepen the 
feeling of confidence, and 



102 GALESBURG PUBLIC SCHOOLS 

Resolved, That a copy of these resolutions be sent to Mr. 
Andrews, to the President of the Board of Education of Oakland 
schools, and to our city papers for publication. 

Signed: (Mrs.) M. E. Gettemy. 
Ida M. McCall. 
Fannie M. Hague. 

11. SUMMARY. 

Twenty-three different men served on the Board of Ed- 
ucation during these eleven years, which means 
iducitfon. that, on an average, there were two new members 
each year. Of these twenty-three Geo. L. Arnold 
of the Fourth Ward was the only one whose services ex- 
tended through the entire period. S. J. Parry, G. A. Mur- 
doch and L. T. Stone were the only other members who 
were re-elected and served two terms. Three of these four 
men were members of the Board at the end of the period, 
Mr. Murdoch having retired at the close of his second term 
of service, in June, 1884. On his retirement the Board gave 
him a vote of thanks for his active and efficient services. 
This was the first instance when the Board of Education ex- 
tended this courtesy to one of its retiring members. 

The number of pupils registered during this period of 
eleven years remained about the same from year 
to year. The whole number enrolled for the first 
year was 2,196 and the number for the last year was 2,112, 
a decrease of eighty-four pupils. There would have been a 
gain of eleven pupils for the entire period, one for each 
year, had not the Catholics opened their parochial school, St. 
Joseph's Academy, in the fall of 1879, which caused a de- 
crease in the enrollment for that year of 226. 

The number of teachers the first year was twenty-eight, 
and the number the last year (not including the special 
teacher of penmanship) was thirty-six, which made an in- 
crease of eight teachers. It is thus seen that the number of 
teachers was increased twenty-eight per cent, while the 
number of pupils actually decreased some three per cent. 



PERIOD OF RETRENCHMENT: 1874-1885 103 

which means that the number of pupils to a teacher was de- 
creased in this period, on an average, twenty-five per cent. 
Of the eight teachers added, five were placed in the north 
part of the city. 

TAX LEVIES. 

1874 $35,000 1879 $16,000 

1875 30,000 1880 16,000 

1876 30,000 1881 16,000 

1877 16,000 1882 18,000 

1878 18,000 1883 18,000 

1884 $20,000 



CHAPTER IV 

PERIOD OF CONTINUOUS GROWTH: 1885-19U 

1. School Balldiiiirs. 3. Other Permanent Improvements. 3. 
Protection from Fire. 4. Music, Drawing and Physical Training;. 5. The 
Training School. 6. Methods. 7. The Teachers and Means for Their 
Improvement. 8. Pupils and Their Special Activities. 9. Text-Books. 
10. Administrative Measures. 11. Salaries. 12. The High School and 
Development of its Activities. 13. The Elective System. 14. The Board 
and Its Experiences. 15. The Seml-Centennlal. 16. Summary. 

The schools, having passed through the period of organ- 
ization and the reactionary years that followed, 

Favorable r i i , • i 

Con- now entered on one most favorable to their steady 

ditions. , , , , ^^ • , 

growth and development. During these twenty- 
six years the Board of Education pursued a policy that re- 
ceived the support of the people, for its membership, with 
one exception, remained unchanged save by death, resigna- 
tion or removal from the city. Under these conditions 
whatsoever plans the Board may have had it could mature 
and carry through to completion, an ideal state of affairs 
and one usually calculated to produce the best results. Cer- 
tainly whatever shortcomings there may have been in this 
period were chargeable to the Board of Education. 

1. SCHOOL BUILDINGS. 

Providing sufficient and proper school accommodations 
is one of the important problems with which a 
niToi*v^^ Board of Education is required to deal, and in a 
growing city it is practically a constant one. The 
simple location of a school building involves questions of 
sanitation, economics and sociology ; and its construction 
those of hygiene, school management and pedagogy, as well 
as of architecture and finance. It is a fact that the internal 

(104) 




Superintendent of Schools 
Appointed July, 1885 



PERIOD OF CONTINUOUS GROWTH: 1885-1911 lOS 

arrangement of a building often places limitations on the 
kind of work that can be done in it. The cost and architect- 
ure, usually considered as the most important questions in 
erecting a school building, should be made subordinate. 

During this period all the present school buildings in 
the city were either built or remodeled and en- 
larged, except the Churchill School, and that was ^ecfdes 
considerably improved. In 1885 all the ward *"*Ne"w^ 
schools were four-room buildings, excepting the f^^^i^ 
Fourth Ward School which had six rooms. In 
these schools the children were advanced to the fifth grade 
when they were transferred to the Churchill School, then 
known as the High School building. This building was at 
that time designed to accommodate not only the high school 
pupils of the city and the children of all the grades above 
the second living in the central part of the city, but also the 
overflow from the ward schools. When the city grew in 
population this building became overcrowded. It became 
imperative in 1887 to relieve it, for there were from sixty 
to sixty-five pupils in each of its twelve rooms. The Board 
remembering the severe criticism and determined opposi- 
tion aroused by the building of the last schoolhouse, the 
Sixth Ward building, a decade before, approached the sub- 
ject with great caution. It first took the position that not 
more than forty to forty-five pupils should be assigned to 
any teacher, a plan which seemed to meet with the approval 
of the public generally. To carry out this policy a new 
schoolhouse was a necessity. Where it should be built was 
the next question to be settled. Standing on the northwest 
corner of Broad and Tompkins streets was the old Baptist 
Church, which for years had been the property of the Board 
and had been used for the first and second grades of the cen- 
tral part of the city. It had become known as the Central 
Primary. As the building was rather dilapidated and as it 
stood on one of the most prominent corners of the city, the 
Board's decision to erect the new building on that site met 



106 GALESBURG PUBLIC SCHOOLS 

with the cordial approval of the citizens. The Board de- 
cided to ask the people to grant it authority to issue bonds 
to the amount of $25,000 for the purpose of building and 
equipping a new school building, which permission was 
given by a vote of 567 to 141, at an election held for that 
purpose, April 11, 1887. 

When the vote was taken it was understood that the new 

building was intended to accommodate the High 
uon'to'" School and Central Primary and that the old High 
fsj's.ww!**^ School building would be the Grammar School for 

the pupils of the entire city and for those in the 
intermediate grades living in the Central Primary district. 
However, shortly after the election there was a movement 
started by the people living in the east part of the city to 
have the $25,000 divided into two equal parts, one to be used 
for erecting a four-room building on the Central Primary lot 
and the other for another four-room building to be located 
in the east part of the city. Fortunately for the good of the 
schools at that time and for all time, the $25,000 was not 
divided but it was all placed in a High School building on 
the site originally proposed. The Board satisfied the oppo- 
sition by purchasing in December, 1887, a lot on the south- 
west corner of Losey and Rio streets for $750 and promising 
to build a schoolhouse thereon in the immediate future. 
There was a bit of local history in this opposition to the 
placing of $25,000 in a High School building on the corner 
of Broad and Tompkins streets, and the action of the Board 
at this time was full of significance. The same question 
arose at the time of locating the old High School building, 
those living in the east part of town wanting to place it on 
the northwest corner of Main and Chambers streets. This 
site Mrs. Silas Willard offered to donate for that purpose 
but the Board paid $2,000 for the location on the corner of 
Broad and Simmons streets. In later years the location of 
the High School was no small factor in determining the site 
of the Post Office and that of the Public Library. 



PERIOD OF CONTINUOUS GROWTH: 1885-1911 107 

Before deciding on the plans for the new building the 
Board displayed great wisdom by voting, on mo- 
tion of Director Parry, to visit such cities as T.**?®"?/^ 

•' ' Makes Its 

seemed desirable, for the purpose of examining ^|^?* ^^ 
school buildings of recent construction. It is as ^Intl 
necessary for a Board of Education to visit other 
cities at times to see what is being done as it is for teachers 
to visit schools and to attend educational associations. A 
reasonable amount of the public funds expended by a Board 
in trips of inspection is one of the best investments of school 
money that can be made. Practically all the improvements 
that were made in the school buildings of the city during 
this period came in this way, and the cost was insignificant. 
At that time the Building Committee and the Superintend- 
ent visited the school buildings in Moline, Davenport and 
some of the suburbs of Chicago. The expense of the trip 
was $64.75. As a result a professional school architect was 
employed and a system of ventilation that was measurably 
satisfactory was installed in the new building. At that time 
there was no attempt at ventilation in any of the buildings 
in the city, most of the Board not believing that such a thing 
was possible. After that date no building was erected in 
which the most improved system was not installed. In this 
building the toilet rooms were for the first time brought into 
the schoolhouse, doing away with the outside closets, one of 
the most ofifensive and demoralizing institutions ever con- 
nected with the public schools. 

Mr. J. W. Ross, of Davenport, Iowa, was employed as 
the architect and was paid $250 for his services. 

Plan of 

The cost of the building was limited to $20,000. theBuiui- 

. ing. 

As It was to accommodate both the high school 
and primary pupils, one of the principal features in its plan 
was the keeping of these two classes of pupils as separate as 
possible. The second floor was given to the High School, 
and it was reached by a stairway at either end of the build- 
ing. The first floor was for the Primary School and its 



108 GALESBURG PUBLIC SCHOOLS 

entrance was in the central part of the building. On the 
lower floor a hall ran lengthwise of the building near its 
center, connecting it with the stairways (at the ends) lead- 
ing to the High School, but separated from them by swing- 
ing doors. In this way it was possible for each of the 
schools to follow a program of its own without any refer- 
ence to that of the other and without interfering with the 
other. The Board found it impossible to let the contract for 
$20,000. After modifying the plans twice and advertising 
for bids three times, the contract was finally awarded to A. 
P. Anderson for $23,500, June 22, 1887. The contract for 
heating and ventilating was let to the Ruttan Manufactur- 
ing Co. for $1,920. The plans were afterwards changed so 
as to use the attic for a manual training shop. This change 
cost $500. Mr. N. C. Wood was employed to superintend 
the construction. He received for his services $345. The 
building when completed cost $24,595, the furniture $1,153, 
and the heating and ventilating $1,920, making in all $27,- 
668. It was first occupied by the High School and the Cen- 
tral Primary at the opening of schools in September, 1888. 

When the High School moved into its new home at that 
Changes ^i^e it had its first experience with a large study 
High* ^^^^' °"^ o^ t^^ features for which it was afterward 

School. ^Q become noted. A second course of study, called 
English in contradistinction to the Latin which had been 
the only course up to that time, was added to its curriculum. 
The work of instruction was for the first time divided into 
departments. 

By the time the new building, which was designed to re- 
lieve the crowded condition in the old High 
Selecting School was Completed, the enrollment in the 

a Site f*r ^ 

a New Third Ward and Fourth Ward schools averas:ed 

School- . . ° 

house. sixty pupils to a room. It will be remembered 

that when the new High School building was de- 
cided on the Board promised to build in the near future a 



PERIOD OF CONTINUOUS GROWTH: 1885-1911 109 

schoolhouse in the east part of the city, and a lot for that 
purpose was purchased at that time. Under these circum- 
stances there was nothing for the Board to do but to build 
a schoolhouse in the east part of the city, presumably on 
the lot selected in 1887, provided the funds could be raised. 
Accordingly it asked for authority to issue bonds to the 
amount of $16,000 for the purpose of building a new school- 
house. This authority was given by a vote of 146 to 12 at 
an election held for the purpose. May 13, 1889. The lot on 
the southwest corner of Losey and Rio streets which had 
been purchased for the site of the proposed building, was, 
after a thorough examination into the situation, decided by 
the Board to be undesirable as a location for a school build- 
ing. There were two reasons for this decision. The first 
was its nearness to the railroad. All the trains coming from 
Chicago whistled for the station while passing that place. 
This of itself was enough to condemn it as a location for a 
schoolhouse. The Fifth Ward School was at that time a 
good object lesson on this point. The second reason was 
that the building was intended to relieve the Fourth Ward 
School as well as the Third Ward. To do this it must take 
the pupils living north of Main street and east of the Bur- 
lington railroad. The only way for the children to come to 
the proposed new school from that section was through the 
viaduct on North street. Accordingly in March, 1889, three 
lots on the northeast corner of North and Pearl streets were 
purchased of George F. Peck for $2,050. The lot on Losey 
street was deeded back to Mr. Peck on his surrendering the 
note of $750, which was the price the Board had agreed to 
pay for it. This change of location stirred up a vigorous 
opposition on the part of some. A petition protesting 
strongly against the change was filed with the Board, but it 
wisely stood firm on the question, being satisfied that its 
decision was right. 



no GALESBURG PUBLIC SCHOOLS 

The plans of the new school, which was to be a four- 
room brick building, were made by J. W. Ross, of 
Lincoln Davenport, Iowa, at a cost of $150. After chang- 
ing the plans once and advertising for bids twice, 
the contract was finally let, May 27, 1889, to T. M. Mercer, 
of Lewistown, 111., for $12,420. The Ruttan Manufacturing 
Co. was given the contract for heating and ventilating for 
$941.25. The seating of the building cost $550. F. S. Bart- 
lett was paid $100 for superintending the construction. The 
total cost of this school when completed, including the lot, 
was $16,211.25. The building was to be ready for occu- 
pancy by the first of January, 1890, but the contractor did 
not get it completed until the middle of the month. For 
this delay he was required to forfeit $200. The school was 
named, on motion of Director Murdoch, the Lincoln School, 
and a stone tablet bearing the name and date of erection 
was placed over the entrance. When the building was ac- 
cepted from the contractor Director Murdoch presented the 
Board of Education with a flag to float over it. In present- 
ing it he suggested that each of the public schools should be 
supplied with a flagstaff and a United States flag to be dis- 
played on national holidays and on special occasions. This 
suggestion was afterwards carried out. 

It was at that time that the different ward schools were 
given their present names in place of the ward 

Naming ° ^ . '^ , 

the number. At the time many thought this was one 

Schools. . 

of the fads of the Board, a useless display of senti- 
ment, an attempt to honor some one. Sentiment may have 
suggested the names given the different schools, but it was 
common sense that suggested that the schools should no 
longer be known by the names of the political wards. The 
reason for doing it, however, was that after the building of 
the Lincoln School the boundaries of the schools were so 
changed that none of them any longer corresponded to the 
ward boundaries. It was misleading and caused no little 
confusion among the people to call a school by the ward 



PERIOD OF CONTINUOUS GROWTH: 1885-1911 111 

number and to tell some of the children living in that ward 
that they must attend another school. It was perplexing to 
the mind of the foreigner, and it had the appearance of 
favoritism. 

At the January meeting of 1890 Director O. F. Price of- 
fered the following resolutions : "Resolved, That in honor 
of the late J. P. Weston, once distinguished president of 
Lombard University, the Fourth Ward School be named 
and hereafter known as the 'Weston School' : That in honor 
of the late George W. Gale, a former distinguished citizen 
and honored founder of the city, the Third Ward School be 
named and hereafter known as the 'Gale School' : That in 
honor of the late Charles B. Lawrence, a former citizen and 
honored judge of the Circuit Court of this Judicial Circuit 
and afterwards a distinguished Justice of our State Supreme 
Court, the Sixth Ward School be named and hereafter 
known as the 'Lawrence School'." At the request of Mr. 
Price the resolution was laid over for final action until the 
regular meeting in March. At the meeting in March 
Director G. A. Murdoch suggested the following names for 
the schools: for the Third Ward, the "Brown School," in 
honor of George W. Brown ; for the Fourth Ward, the "Wes- 
ton School," in honor of the late James P. Weston; for the 
Fifth Ward, the "Cooke School," in honor of the late Milo 
D. Cooke; for the Sixth Ward, the "Bateman School," in 
honor of Newton Bateman ; for the Seventh Ward, the 
"Logan School," in honor of the late General John A. 
Logan. Director F. F. Cooke suggested that one of the 
schools be named in honor of the late H. H. Hitchcock. On 
motion of Director Price "the petitions and resolutions in 
reference to the naming of the school buildings were laid 
over until the regular meeting in May." At the May meet- 
ing the resolutions of Directors Price and Murdoch for nam- 
ing the schoolhouses were taken up and after some discus- 
sion and amendments the following names were given by 
the Board of Education to the different schools : On motion 



112 GALESBURG PUBLIC SCHOOLS 

of Director Price the Fourth Ward School was named the 
Weston School in honor of James P. Weston. On motion of 
Director F. F. Cooke the Third Ward School was named 
the Hitchcock School in honor of the late H. H. Hitchcock. 
On motion of Director Murdoch the Sixth Ward School was 
named the Bateman School. On motion of Director Mur- 
doch the Fifth Ward School was named the Cooke 
School in honor of the late M. D. Cooke. On motion 
of Director Price the Seventh Ward School was named 
the Douglas School in honor of the late Stephen A. Douglas. 

In 1896 at the suggestion of Director Mrs. Henry W. 
Read the Grammar School, by which designation the old 
High School building was known after the High School 
moved into the new High School building in 1888, was 
named the Churchill School, in honor of Professor George 
Churchill, who was then living. 

If the policy of reducing the number of pupils in a room 
to forty was to be carried out a dozen more school- 
Bonds to rooms were needed in 1892. The Board was will- 
ing to provide these additional rooms if the neces- 
sary funds could be raised. A bonded indebtedness of 
$41,000 had been placed on the district in the last four years 
by building the new High School and the Lincoln School. 
The running expenses of the schools had also been greatly 
increased by the additional teachers required for these 
schools. The Board remembering the experience it had 
passed through in building the ward schools, determined if 
possible to avoid having it repeated. It decided not to ask 
for the authority to issue any more bonds, but to pay for 
the buildings as they were erected by spreading the cost of 
each over two tax levies. 

The next question to be decided was the size and loca- 
tion of the buildings. The Board finally deter- 
New Pol- . , . , , . „ ... , 
ley as to mined on an entirely diflrerent policy from that 

BuUdings which had been followed in the past, and the effect 
of its decision marks a distinctly new era in the 



PERIOD OF CONTINUOUS GROWTH: 1885-1911 113 

history of our schools. When the district was organ- 
ized the first building to be erected was a large central one, 
called the High School, now the Churchill School. As the 
city grew small buildings of four rooms each were built in 
the different parts of the district. When these buildings 
became crowded the more advanced pupils were transferred 
to the large central building, this transfer of pupils gener- 
ally occurring at the close of the fifth grade. This required 
children of ten or twelve years of age to come from the ex- 
treme limits of the district to the High School building. 
This plan, which was suggested by Horace Mann in his ad- 
dress at the old First Church, was an excellent one when 
the district had a population of six thousand or less, but 
when it grew to have more than double that population the 
policy became an unwise one. As the city increased in num- 
bers its population became more dense. The territory 
which at one time had not enough children to fill a four- 
room building, in some cases soon had pupils enough to fill 
a building twice as large. For the purpose of the best class- 
ification of pupils a school building should be large enough 
to accommodate all the eight grades below the high school 
and allow each grade to be divided into at least two classes 
— three would be better. In order to do this it requires a 
building of at least eight rooms — preferably twelve. 

The Board in adopting the policy of putting up large 
buildings was influenced not a little by financial reasons. 
The grounds for a large building would cost no more than 
for a small one. The cost of construction would be less in 
proportion to its size than that of a smaller building, and 
the expense of maintaining it, providing fuel, janitor service, 
etc., would also be less. Again, if large buildings were 
more desirable for school purposes, the logical thing to do 
would be to build on to the present ones. To do this it 
would not be necessary to purchase any land, which would 
be a saving of two thousand dollars or more for each build- 
ing. Another reason that influenced the Board was that the 



114 GALESBURG PUBLIC SCHOOLS 

buildings of the city at that time were lacking in some im- 
portant features that time and experience had demonstrated 
as most essential, such as methods of lighting, heating, 
ventilation, and toilet accommodations. Building an ad- 
dition to a school would give the Board an opportunity to 
make the entire structure modern. For these reasons the 
Board felt justified in making an experiment at least with 
one building, and at the November meeting of 1892 the 
matter was referred to the Building Committee, on motion 
of Director L. T. Stone. 

The committee reported in favor of building an addition 
of five rooms and an office to the Hitchcock 

An Addi- c- 1 1 1 

tion Made School, thus makmg It a nme-room building. N. 

Hitchcock K. Aldrich was employed as the architect to pre- 
school. "^ . ^ 

pare the plans and supermtend the construction, 

for which services he received $250. The contract for 
building the addition, which was to be completed by the 
first of September, 1893, was let to Peter T. Olson on April 
20th of that year, for $10,963. Extras amounting to $450 
were afterwards added. The heating plant in the old build- 
ing, which was a Haxtun steam heater, was enlarged suf- 
ficiently to heat the new part and to provide a system of 
"direct-indirect ventilation" for the entire building. The 
cost was $1,199. The Smead dry closet system was installed 
at a cost of $385. The furniture for the new part was pur- 
chased of the U. S. School Furniture Co. for $600. The 
total cost of the addition amounted to $13,847. School was 
opened in all the eight grades in September, 1893. 

The experiment of converting the Hitchcock building 
into a grammar school, that is, a school which 

The Dig- ° ... 

advantagre prepares the pupils for admission to the High 
chsngring School, was a decided success from the first, and 

Schools . , , _,, 

In the especially popular with the patrons. They con- 

and Fifth sidercd it a frreat advantage to have their children 

Grades. , r i tt- i r- i , • t • i 

prepared for the High School in their own local 
district. The other sections of the city soon made it known 



PERIOD OF CONTINUOUS GROWTH: 1885-1911 115 

that they, too, wanted their buildings enlarged into gram- 
mar schools, and the Board accordingly enlarged the other 
buildings from time to time when it became necessary to 
provide additional school accommodations. This changing 
of the ward schools into grammar schools has no doubt 
added two to three years to the school life of many children, 
for a certain class of parents feel that when their children 
have gone through the local school it is time for them to go 
to work. Then, too, there is no period in the school life of 
children when they are so willing to leave school as in the 
fourth and fifth grades. They have gotten a general knowl- 
edge of the mechanical part of the work but they have not 
yet grasped the thought part. They have gone long enough 
to know what school is, but not far enough to know what it 
means. Pupils in any grade as a rule dislike to go to a new 
school and when the change comes in these grades some of 
those left largely to their own wills quit school entirely. 

In June, 1894, the Board began to plan for making an ad- 
dition to the Weston School. Wm. Wolf was en- 

• , r Addition 

gaged as architect and superintendent of construe- to weston 
tion, for which he was paid $300. The different 
systems of heating and ventilating then in use were 
thoroughly investigated. A committee consisting of Direc- 
tor L. N. Thompson and the Superintendent visited a num- 
ber of school buildings in Chicago, Grand Rapids, Muske- 
gon and Peoria in which different systems of heating and 
ventilating were used; and on their return reported to the 
Board that in their opinion the Johnson Blast System was 
the best, the Smead Fan System second, and the Dickson 
System third. The bid of the Southern Smead Heating and 
Ventilating Co. for $3,297 was accepted on motion of Di- 
rector Stone. At that time this was a great step in advance 
for the Board of Education to take in the matter of venti- 
lation. The system then installed in the Weston School 
was doing service at the close of this period. The contract 
for building this addition was awarded to A. C. Johnson, 



116 GALESBURG PUBLIC SCHOOLS 

February 15, 1895, for $17,400. The school was closed two 
weeks earlier than usual in the spring in order to give the 
contractor time to have the building completed for the open- 
ing of schools the following September. The addition con- 
sisted of seven rooms, an auditorium and an office, and the 
old part was so completely transformed that the teachers 
and pupils could with difficulty find and recognize their 
former rooms. The Johnson Automatic Temperature Reg- 
ulation was placed in each of the thirteen rooms at an ex- 
pense of $850. The contract for furniture was given to the 
Piqua School Furniture Co. for $633.99, and the seating of 
the auditorium was done by the U. S. School Furniture Co. 
for $316.15. The Weston School was at that date the larg- 
est and most imposing school building in the city, and in its 
construction three distinctly new features were introduced 
all of which have been placed in every building since 
erected, with one exception. These new features were : 
mechanical ventilation, automatic temperature regulation, 
and an auditorium. The total cost of enlarging and remod- 
eling the Weston School was $22,797.14. 

Before the addition to the Weston School was com- 
pleted the attention of the Board was again called 

An Addl- ^ . ° 

tionMade to the necds of the Hiffh School and the Central 

to the ° 

High Primary for a larger building. Temporary relief 

was provided in the summer of 1895 by purchasing 
the Jacobi property situated between the High School and 
the Grammar School. This property cost $5,000, and a part 
of the Central Primary was transferred to it at the opening 
of schools in September, 1895. At the regular meeting in 
November, 1895, a special committee consisting of Directors 
L. T. Stone and J. W. Hammond was appointed to examine 
into the needs of the schools for more room and to report at 
the next regular meeting. The report of that committee is 
here given as it is a statement of the conditions then exist- 
ing, made at that time by members of the Board; and for 
this reason it is deemed worthy of preservation as being a 



PERIOD OF CONTINUOUS GROWTH: 1885-1911 117 

good example of how the Board in those days prepared for 
a possible crisis. Its policy was one of educating the peo- 
ple in advance, 

"Report of the Special Committee. 

Galesburg, III., Dec. 9, 1895. 
Honorable Board of Education. 

Ladies and Gentlemen: — Your Special Committee appointed 
at the November meeting of the Board to examine into the need of 
more school accommodations and to report at this meeting, would 
ask leave to make the following report: According to the Novem- 
ber report which has been read to-night, there are 281 pupils in the 
High School. The building now contains 285 desks, or sittings, but 
there are fifty more desks in the Study Hall than there should be. 
The increase this year over last year is sixty-one pupils, and pro- 
vision should be made for the fifty extra desks now in the Study 
Hall. This would require accommodation to be made for 111 ad- 
ditional pupils. It is pertinent to ask here if it is reasonable to ex- 
pect the High School to increase as much next year. In the past 
ten years the High School has grown from 90 to 281, an increase 
of 191, or 212 per cent. These facts would seem to make it im- 
perative on this Board to provide for at least one hundred addi- 
tional sittings for the High School. While this is being done would 
it not be good policy, viewed from every standpoint, to make a rea- 
sonable provision for the future? Your committee is of the opinion 
that an addition can be made to the present High School building 
which will give it capacity to accommodate 450 to 500 pupils, and it 
recommends that an architect be consulted to determine if such a 
plan is practicable, and the cost of the same. It is the opinion of 
your committee that something must be done to increase the capac- 
ity of the High School and that before September, 1896. Further 
than this more room is needed for the grades. It goes without 
questioning that justice cannot be done to pupils where there are 
more than forty in a room. On this basis eight additional rooms 
are needed now, to say nothing of the future. Still further your 
committee believes that the manual training department should 
have larger and better accommodations. To do all this will require 
a large amount of money. Your committee is not prepared to make 
any further recommendations, but it feels that these facts should 
be made known to the people and carefully considered by this 
Board. Signed, L. T. Stone. 

J. W. Hammond." 



118 GALESBURG PUBLIC SCHOOLS 

The committee was continued and instructed to consult 
an architect to see if the proposed addition to the 

Plans for . ^ * 

the Addi- Hia^h School buildins: could be made and what the 

tion. " 

probable cost would be. As a result of this inves- 
tigation Wm. Wolf prepared plans for a large addition, and 
the contract for building the same was awarded, April 8, 
1896, to Peter T. Olson for $12,771.86. The same system of 
heating and ventilating as was placed in the Weston School 
the previous year was installed in this building by the Soper 
Foundry Co., of Bloomington, for $3,170. The Johnson 
Automatic Temperature Regulation was placed in all the 
rooms at an expense of $1,000. The furniture contract was 
given to the U. S. School Furniture Co. for $826.27. Wm. 
Wolf was paid $100 for making the plans and S. J. Parry, 
$100 for superintending the construction. The total cost of 
this addition to the High School, which was completed and 
ready for occupancy in September, 1896, was $17,968.13. The 
exterior of the building remained unchanged from that date 
until it was destroyed by fire in 1904. 

The High School continuing to increase in numbers, it 
Hunt became necessary in the summer of 1898 to find 

Property other quarters for that part of the Central Pri- 
chased. j„ary that had been left there in 1895, when the 
Jacobi property was purchased. The Hunt property, which 
joined the Churchill School, was purchased for this purpose 
for $4,000, and during the summer vacation the building 
was converted into four small schoolrooms at little expense. 
When the schools opened in September, 1898, the High 
School for the first time occupied every part of its own 
building. The Central Primary was housed in the Jacobi 
and Hunt buildings, one fronting on Broad street and the 
other on Cedar street, a walk extending between the two. 

At the November meeting of the Board in 1898 the 
Addition Building Committee was authorized to have plans 
Bafeman ^uadc for a four-room addition to the Bateman 
School. School. The plans for this addition, drawn by 



PERIOD OF CONTINUOUS GROWTH: 1885-1911 119 

Wm. Wolf, were accepted and adopted by the Board in 
March, 1899, and at the April meeting the contract was let 
to Peter T. Olson, his bid, $11,763, being the lowest sub- 
mitted. The Dickson system of heating and ventilating, 
with the Dickson closets, was adopted for this building, the 
cost of the same being $3,150. Before taking this action the 
Board sent a committee to examine several buildings where 
this system had been in use for years, and the report of the 
committee was strongly in its favor. Automatic temper- 
ature regulation was placed in each room at an expense of 
$415. The contract for seating the building was let to the 
Grand Rapids School Furniture Co. for $590.40. The archi- 
tect was paid $350 for his plans and for superintending the 
construction. The total cost of the addition which con- 
sisted of five schoolrooms, an auditorium and an office, to- 
gether with remodeling the old part, amounted to $16,268.40. 
The building was completed in time for the opening of 
schools in September, 1899. 

After resting a year the Board, in the summer of 1901, 
made an addition of five schoolrooms, an ofifice and 

Addition 

auditorium to the Lincoln School. The plans were to Lincoln 
prepared by Wm. Wolf and the work of construc- 
tion was superintended by him; for both these services he 
was paid $500. J. A. Ream, who graduated from the High 
School in 1887, built this addition. He was the lowest bid- 
der, his bid being $14,568. He was allowed $218 additional 
for extras. The American Warming and Ventilating Co. 
was awarded the contract for heating and ventilating for 
$2,199. The Company used the furnaces taken out of the 
High School building at that time and made a furnace blast 
system of it. This was a costly experiment for the Com- 
pany, as the furnaces proved not to have the capacity for 
providing sufficient heat for a fan system ; but the Company 
showed no disposition to avoid its responsibility, for in the 
winter vacation of that year it took out the old furnaces and 
installed a complete set of new furnaces adapted for the use 



120 GALESBURG PUBLIC SCHOOLS 

of a fan. It did this voluntarily and without any additional 
expense to the Board. At the close of this period the plant 
thus installed was one of the best heating and ventilating 
systems in use in the schools. Thermostats, providing au- 
tomatic temperature regulation, were placed in each room 
at a cost of $400. The furniture for the new schoolrooms 
and the auditorium cost $536. The cost of this addition 
when completed amounted to $18,421. 

In 1901 the High School was again crowded beyond its 

capacity, and three rooms were made and fitted up 
piMt*ta ^^ ^^^ ^^^^ P^^t °^ ^^^ third floor of that building. 
school J- ^- Tate received the contract for tFis work, his 
to*"!"!!^. bid being $2,210. The High School building had 

now become too large to be heated satisfactorily 
with furnaces and it was necessary to change the heating 
plant to steam. The American Warming and Ventilating 
Co. was given the contract to make this change for $6,000, in 
the summer of 1901. This included a fan system of venti- 
lation. The additional thermostats required cost $400, and 
the furniture $400, making the improvements on the High 
School at that time amount to $9,010. 

After spending such a large amount of money on the 
Addition Lincoln addition and the High School improve- 
Dougiis ments in 1901, had the Board followed its usual 
School. custom, it would have waited a year or two before 
making other improvements; but the demand for more 
school accommodations in the Douglas district was so 
urgent that it built an addition to that school in the summer 
of 1902. Wm. Wolf was the architect and superintendent 
of construction, and was paid $250. Peter T. Olson was the 
contractor, his bid of $9,367 being the lowest. When his 
work was completed he was allowed $332.50 additional for 
extra work. Dry closets had been placed in all the buildings 
remodeled up to that date, but it was decided to install a 
system of water closets in the Douglas School. Some 
thought this was making a great improvement, but the clos- 



PERIOD OF CONTINUOUS GROWTH: 1885-1911 121 

ets proved to be the most unsanitary and unsatisfactory of 
any used in the schools. This was because they were not 
ventilated. The contract for enlarging the heating plant 
when this addition was built, was given to C. S. Telford 
for $700. A. H. Anderson & Co. received the furniture con- 
tract, which amounted to $318.90. The total cost of this ad- 
dition, consisting of three schoolrooms, an auditorium and 
an office, amounted to $10,968.40. 

The time for the Central Primary School to have a new 
building arrived at last in 1903. All the other Bujj<j,„g 
schools in the city had had their buildings either *^®| ^_" 
built new, or remodeled, since the beginning of i^iary. 
the second era of schoolhouse building in 1888. During all 
these years the Central Primary waited patiently, accommo- 
dating itself the best it could in an old church or in old 
dwelling houses, except for a few years when it had for its 
own home the first floor of the High School building. As 
the Board thought that with the erection of a building for 
the Central Primary its work of providing schoolhouses 
would be completed for some years, it determined to make 
amends for its past neglect of this school by now building 
for it the best school home in the city. At the March meet- 
ing of 1903 it was voted, on motion of Director Stone, "That 
the Board proceed to erect a Primary School building this 
year." More troubles and delays were encountered in the 
construction of this building than in all the others com- 
bined. 

The first difficulty arose over the selection of an archi- 
tect. With the exception of the Hitchcock School, 

Wm. Wolf had been the architect to make the an Arch- 
itect, 
plans for remodeling all the other buildings. It is 

true his plans had been adopted in competition with other 
architects, as in the cases of the High School and the Bate- 
man School. Now that a new building was to be erected 
there was a strong competition among the architects. Mr. 
Wolf claimed that as he had done all the "patchwork" for 



122 GALESBURG PUBLIC SCHOOLS 

the Board, he should in justice be given the new building to 
show what he could do when he was not limited in his arch- 
itectural plans by having to make them conform in some 
degree to an old building. His competitors and their friends 
claimed that it should be given to one of them, as Mr. Wolf 
had already had his share of the school work. It was finally 
decided in favor of Mr. Wolf. For his plans and for super- 
intending the work he was paid $582.71. 

The next trouble arose when it became time to decide on 
the kind of material to be used in the construction 

The Ma- . , ., . 

teriai of the buildmg. The contract, as let in Tune, 

Used J ^ 

1903, to Peter T. Olson for $33,597— this being 
the lowest bid — called for a brick building with a stone en- 
trance. Later the Board voted to make the entire building 
a stone veneer, and the contract was accordingly changed. 
The stone chosen did not please the unsuccessful bidders. 
They and their friends protested vigorously against the 
use of the stone selected. Finally a legal question was 
raised by the objectors and, as a result, the Board decided 
to change back to brick and finish the building in accord- 
ance with the original contract. 

The contract for heating and ventilating was originally 
other ^^^ ^^^ ^ furnace blast system, to Lewis and Kitch- 

contractB. ^^ fQj. ^3 918, This includcd a system of ventilated 
water closets. The plan for heating was afterwards changed 
to a steam system and connected with the McKinley city 
heating system at an additional cost of $1,36L38. The con- 
tract for temperature regulation was let for $685. The total 
contracts for this building amounted to $40,144.09. On mo- 
tion of Director Stone it was named the Central School. It 
was rather remarkable that all the discussion in conse- 
quence of these changes caused no division in the Board at 
any time when it came to act. 

The building would have been completed by Christmas 
The Build- of 1903, had it not been for the delays caused by 

Ing Com- ■' •' 

pieted. the changes made. As it was, only the first story 



PERIOD OF CONTINUOUS GROWTH: 1885-1911 123 

was completed when cold weather put an end to the work 
for that year. The work had hardly been resumed in the 
spring of 1904 when the High School building standing a 
few feet south of it was totally destroyed by fire. The Cen- 
tral School was completed during the summer of 1904, and 
it was occupied for nearly two years by the High School 
while its own home was in the process of construction. In 
the meantime the pupils of the Central Primary were ac- 
commodated in the same rooms they had occupied the 
previous two years — two rooms in the Churchill and the 
frame "Annex" on Cedar street. 

For several years the Board of Education had been look- 
ing forward to the completion of a Central Primary 
building as a time for general relaxation in the ^*»t'"^*'* 
building- line ; and now because of the entire de- Prepared 

^ . . . r *** Build 

struction of the High School buildmg by fire on » High 

° . School. 

the night of April 10, 1904, the Board and the 
people of Galesburg were called to meet a really great and 
important building proposition, all their former experiences 
of that kind being insignificant in comparison with it. The 
situation was not, however, without its elements of advant- 
age. The extensive experience the Board had had in build- 
ing was a good preparation for undertaking a work of such 
magnitude. Then, also, the policy of paying for each build- 
ing as it was constructed, which had been followed for 
years, found the district at that time free from indebted- 
ness This is a good example of unconscious preparation 
for an emergency. This made it possible for the Board, 
provided the people were willing, to issue bonds sufficient to 
build a high school of the finest type. Had a different 
course been followed, had bonds been issued for making the 
improvements of the previous ten years, the district would 
have been hopelessly handicapped at a critical time. As it 
was, everything was favorable to the erecting of just such a 
building as the people desired. 



124 GALESBURG PUBLIC SCHOOLS 

It should be remembered that the importance of the 
^ , ^ high school in public education was not then so 

Galesburg ° "^ 

High generally recognized as it is to-day. At that time 

Baiiding no city in the state had erected a really fine and 

a Pioneer. ,,.,,... . 

modern building for its high school. There was 
one such building in Joliet, but it was a township high 
school. The high school was still generally regarded as 
merely a college preparatory school and did not appeal 
strongly to the people as their school. When one of the 
larger cities of Illinois to-day builds a high school, it makes 
it the finest public building in the city. It was not so when 
the present Galesburg High School was built. That build- 
ing was the pioneer of high school buildings in the state. 
The Board and the people have since had reason to con- 
gratulate themselves on having had a vision and rising to it. 
At a meeting of the Board of Education, held five days 

after the fire, for the purpose of determining what 
Hundred steps should be taken to secure a new building, it 
Dollars"'' ^^^ conccdcd by all that it would be necessary to 
I'm^h**'^ raise the money by an issue of bonds. The only 
EudMbig question was the amount to ask for. The sum 

first suggested was $60,000, but as the different 
members of the Board discussed the future needs of the 
school as well as those of the present, its relation to the 
other schools of the city, the well known pride the people 
take in education, and the prominence that even the location 
would give to the building, the amount rose until $100,000 
was thought to be needed ; and the Board with all the mem- 
bers present decided by a unanimous vote to ask the citizens 
for the authority to issue bonds to the amount of $100,000 
for a new High School building. The election was called 
for April 2nd. The proposition was thoroughly discussed 
by the city press and the people on the streets. At one time 
many thought that a sentiment unfavorable to the issuing of 
the bonds was forming. The Board met informally with all 
the members present and prepared a statement of the situa- 




OLD ACADEMY 




CHURCHILL SCHOOL 



r-UILDINGS USKL) liV TIIK 11 Kill SCHOOL. 




dllGH SCHOOL 
1888-1896 




HIGH SCHOOL 

>B96 TO ARRIL lO, I90-J 



ni'ii.DiNcs usiii) \',\ Till-: men school. 



^ 5 

3 p "^ 
3 S 



5065 

i „ rt o 



1=2- o 



c SLoo 



. 3 - 
ST*" 







PERIOD OF CONTINUOUS GROWTH: 1885-1911 125 

tion for the public which was printed in the city papers. 
When the election day came great interest was taken in the 
voting, and the favorable attitude of the people towards is- 
suing the bonds was shown by 1,198 votes cast for the bonds 
to 160 against. 

The bonds were to draw four and one-half per cent inter- 
est and to be paid in amounts of $10,000 on Sep- 
tember of every year, beginning with 1907. The of the 
condition of the money market was not favorable 
at that time for the selling of bonds and it was predicted by 
some that they could not be sold at par, in which case they 
could not be issued. The Board felt greatly relieved, when 
the date for selling the bonds arrived, to get a bid from the 
First National Bank of Chicago for the entire amount with 
$2,500 premium, the bank to furnish the bonds free of 
charge to the Board of Education. The bid was accepted on 
condition that the bank would pay three per cent interest on 
monthly balances until the money was all drawn. As the 
money was not expended for nearly two years the arrange- 
ment brought into the treasury of the Board of Education a 
little over $3,000. Thus the bonds were disposed of in a 
way that netted the district $5,500 more than par. Director 
L. F. Wertman was chairman of the Finance Committee at 
that time, and he took great interest in securing for the 
Board the most favorable sale of the bonds. 

With the bonds sold, the next thing to do was to get the 
plans for the building. This was done not accord- ^j^^ 
ing to the usual custom of advertising for plans obtaining 
to be submitted by different architects, over which ttei'ians- 
to wrangle and finally to select one only partially satisfac- 
tory to the Board and entirely objectionable in the opinion of 
the architects whose plans were not accepted, but by choos- 
ing a competent architect and having him incorporate the 
ideas of the Board into his plans. A committee consisting 
of Director L. F. Wertman, J. Grant Beadle, the architect, 
the Superintendent of Schools and the Principal of the High 



126 GALESBURG PUBLIC SCHOOLS 

School, made a tour of inspection. They examined a half 
dozen buildings recently constructed and had the architect 
carefully note the desirable features and as carefully those 
to be avoided. In this way the interior arrangement of the 
building was determined but the exterior was left entirely 
to the architect. 

As is usually the case when it came to opening the bids 
for the building the plans were found to be too 

Cost of . 

the expensive. They were modified and other bids 

Building. -^ 

were called for, as a result of which the contract 
was let, July 27, 1904, to Davidson and Rundquist, the low- 
est bidders, for $95,923. The stone was afterwards changed 
from Lake Superior rain drop stone to Berea sand stone, 
which reduced the above bid to $89,623. Plate glass was 
later sustituted for the common glass at an additional cost 
of $3,000. Separate contracts were made for lockers, 
$1,502; hardware, $1,017; light fixtures, $697; and 
other extras, $994. J. Grant Beadle was paid $500 for the 
plans and two and one-half per cent, or $2,500, for superin- 
tending the construction; he to furnish a competent man, 
acceptable to the Board, who should be on the grounds 
every hour that work was in progress. The gymnasium and 
shower baths, which were finished sometime after the build- 
ing was occupied, cost $1,606. The sum of these different 
items amounted to $11,816, which, added to the original con- 
tract $89,633, made the building alone cost $101,439. The 
heating and ventilating, which was a steam blast system, 
was let to Lewis and Kitchen for $11,833. This contract of 
Lewis and Kitchen included the radiation, fans, motors, 
heat regulation and the closets with the necessary plumb- 
ing. 

In order to have sufficient ground on which to place the 
building it was necessary to secure the Strong property, 
which joined the original High School lot on the west. This 
was purchased May 9, 1904, for $5,500. 



PERIOD OF CONTINUOUS GROWTH: 1885-1911 127 

The Board had an interesting experience in purchasing 
the furniture. The law requiring all state institu- 
tions to buy their furniture of the prison industries inic the 

■' ^ Building. 

went into effect July 1, 1904, and it was held at 
that time that the law applied to the public schools. To 
equip such a building with furniture made by convicts did 
not seem to be the fitting thing to do, and there was a dis- 
position to avoid it if possible. The matter was taken up by 
a special committee with the Prison Board of Industries. A 
release from purchasing the prison-made desks was obtained 
on the ground that a particular kind of desk, the manu- 
facture of which was covered by patents, was wanted — de- 
manded even. The committee also secured from the Prison 
Board the prices it would charge for the furniture for the 
laboratories and the commercial department, for the reason 
that it was necessary to know the cost before placing the 
order as the price might have much to do in determining 
the amount purchased. Bids for exactly the same pieces of 
furniture as shown by blue-prints furnished all the parties, 
were obtained from two well known manufacturers. The 
price for the prison-made furniture was $3,441.45, and the 
bid of Knostman-Peterson Furniture Co., of Davenport, 
Iowa, for the same kind and amount was $2,306.94. The bid 
of the Quincy Show Case Works was just $3,000. The 
Board referred the matter back to the committee with 
power to act, but before any action was taken by the com- 
mittee a temporary injunction was issued by the Circuit 
Court on the petition of George Shumway, Esq., restraining 
the Board of Education from buying furniture from any but 
the lowest responsible bidder. By default on the part of the 
Board of Education the injunction was made permanent. 
In this way was the Board released from purchasing prison- 
made furniture, much to the financial benefit of the district. 
The furniture for the laboratories and commercial depart- 
ment cost $2,306.94, and the other furniture for the building 



128 GALESBURG PUBLIC SCHOOLS 

$2,840.60, making the total cost of the furniture when the 
school was first opened, $5,147.54. 

The cost of the High School plant when completed was : 

,„t3, Building $101,439.00 

Cost. Heating and ventilating apparatus lo- 
cated in the building 11,833.00 

Furniture 5,147.54 

Land purchased 5,500.00 

Total amount $123,919.54 

There were some interesting facts connected with the 
A Heat- building of the heating plant. It is a good ex- 
c'oM'id-'** ample of the way in which an emergency was met. 
ered. When the High School building was burned the 

Board at first thought that it would be a good plan to build 
a separate heating plant to furnish the heat for the three 
school buildings which would be situated on that block. A 
committee was appointed to investigate the subject, but the 
cost was found to be so great that it seemed unadvisable to 
consider the matter further. The McKinley city heating 
plant came forward at that time with a plausible solution. 
It proposed to furnish the heat by extending one of its 
mains past the three buildings. The public, which was tak- 
ing a lively interest in the matter, thought that this was un- 
doubtedly the thing to do. The company was heating the 
business houses satisfactorily, and it was claimed that it 
could heat the schoolhouses just as well and much more 
cheaply than the Board could do it with its own heating 
plant, which would cost thousands of dollars to build and 
which would be a constant source of expense to maintain. 
There was one important item which was not considered, 
namely, that the business houses were heated by direct radi- 
ation, while the schoolhouses would be heated by blast sys- 
tems, by fans driving the cold air over the radiating coils. 
Public opinion soon became so pronounced that the wise 



PERIOD OF CONTINUOUS GROWTH: 1885-1911 129 

thing to do was at least to give the McKinley plant a trial. 
This could be done at no great expense with the Central 
School, which was then in process of construction, A con- 
tract was accordingly made with the McKinley company to 
heat the Central School for $503 a year, and a proposition to 
heat the High School for $2,330.73 per year was accepted. As 
a result of this contract the plans of the High School build- 
ing were drawn without making any provision for placing a 
heating plant in the building. By the time the winter of 
1904-05 was over, every one, even the company itself, was 
convinced that it was impossible to heat the school build- 
ings from the city heating plant. There had not been a 
week for months when it was not necessary to close the 
school for one or more half days. The McKinley company 
notified the Board of Education that it would not undertake 
to heat the High School and that it would not renew its con- 
tract for heating the Central School for another year. The 
High School building would be completed within a few 
months and there was no provision in the construction for 
a heating plant. This was also true of the Central School. 
The only possible thing to do under these circumstances 
was to build a separate heating plant. That which a year 
before was regarded as impossible was now the only thing 
that could be done. But where was the money to come 
from? There had been no provision made in the tax levy 
for such an expenditure, and the Board would not entertain 
the idea of asking for more bonds. 

The heating plant was built in the summer of 1905, and 
it was paid for with the money already in the ,j^,^ j,,^ 
treasury reserved for the purpose of paying the \l^J^^^ 
teachers' salaries until the next taxes became due. ''aised. 
The teachers also received their salaries as usual when they 
became due. There is a provision in the school law that al- 
lows boards of education, when the salary of a teacher be- 
comes due and there is no money in the treasury, to write 
on the back of the order, "No Funds" and it draws interest 



130 GALESBURG PUBLIC SCHOOLS 

at the rate of seven per cent. The finance committee ar- 
ranged to have these orders cashed at six per cent interest. 
No interest on the money thus used for the heating plant 
began to accrue until October, when the first pay-roll be- 
came due, and then only on the amount of one month's 
salary. This amount was increased every thirty days by 
another month's salary until sufficient taxes came in to meet 
the pay-roll. The interest thus paid on the money used to 
build the heating plant amounted in all to less than $500. 
This was certainly a much cheaper way to pay for the build- 
ing than to issue bonds. This method of meeting an unex- 
pected expenditure was frequently resorted to during this 
period. It is certainly a sensible and economical way to do 
in such cases, and there can be no legal objection to trans- 
ferring money from one of the two school funds to the other 
so long as the sum used in any one year does not exceed the 
amount the law allows to be used for that purpose. 

The contract for the building and the stack of the heat- 
Buiiding ^^S plant was let to Peter T. Olson, for $8,563, 
Helting ^"^ the contract for the equipment was given to 
Plant. Lewis and Kitchen, of Chicago, for $11,676, these 

being the lowest bids. M. E. Sweeney was paid $300 for 
superintending the work of construction. Thus the total 
cost of the heating plant was $20,539. This plant furnishes 
the heat, the light and the power for the High School, the 
Central School and the Churchill School. Since it began 
operation in the fall of 1905 it has given what might be 
called perfect satisfaction at all times and in all respects, 
thus proving itself to be one of the best investments the 
Board ever made. 

The care that has always been exercised in operating the 
plant and the perfect condition in which it has been kept by 
Wm. Richardson, the engineer in charge, demonstrates that 
the public can conduct such an enterprise as successfully 
and economically as a private party. 



PERIOD OF CONTINUOUS GROWTH: 1885-1911 131 

The High School building was completed and opened on 
Lincoln's birthday, February 12, 1906, with ap- 

-^ ■' . Opening 

propriate ceremonies. The State Supermtendent, of the 
Hon. Alfred Bayliss, and William Hawley Smith school 

• ■ 1 1 i ^ 1 f Building. 

delivered the principal addresses. On the after- 
noon and evening of that day some five thousand citizens 
inspected the building. Nothing but words of satisfaction 
and praise were heard from any one, and the verdict of that 
day has not been changed. It is worth mentioning here, as 
showing the spirit of the school, that the boys of the manual 
training department transferred all the desks and furniture 
they had been using in the Central School to the High 
School building, doing all the work and doing it in one day. 
With the completion of the new High School in February, 
1906, ended the second period of schoolhouse building. 

By 1910 the three schools north of Main street had be- 
come so crowded that it was imperative for the 

. The 

Board to provide more school accommodations. Farnham 

... . . School. 

As a partial relief of the conditions, the Farnham 
School, a four-room building, was built in 1910-11. In Sep- 
tember, 1910, three lots on the northwest corner of Farnham 
and Summit streets were purchased for $2,300 as grounds 
for this school. Two members of the Board, Directors 
Berry and Purington, and the Superintendent, with N. K. 
Aldrich, who had been chosen as the architect, were sent to 
Oak Park, Illinois, to examine some schoolhouses of a new 
type of architecture, that had been recently built. The 
Farnham School, which is an entirely different style of 
building from the others in the city, was the result of this 
trip. The contract for the building was let to John J. Dahl- 
burg for $17,150, the contract for heating and ventilating, 
including toilets and heat regulation, to Lewis and Kitchen 
for $2,990, and the furniture contract to the Peabody School 
Furniture Co. for $492.40, these being the lowest bids sub- 
mitted. N. K. Aldrich was paid $343 for the plans and 
specifications. W. M. Woolsey received $50 for superin- 



132 GALESBURG PUBLIC SCHOOLS 

tending the construction. The window shades cost $77.35 ; 
the electric wiring and fixtures, $134.80; the grading, 
$107.50; the walks, $654.90; the sewer, $241.40; extras on 
the general contract, $81; the teachers' chairs, $27.50; the 
clocks, $14.50; the examination of title and recording deeds, 
$27.40. Thus the Farnham School, including every item of 
expense, cost $24,291.75. The school was, on motion of 
Director L. T. Stone, named the Farnham School in honor 
of the late Eli Farnham, who taught the first public school 
in Galesburg, and whose residence was only a few rods 
north of where the schoolhouse stands. 

2. OTHER PERMANENT IMPROVEMENTS. 

A system of dry closets was installed in the Grammar 
churohiu (Churchill) School by the Smead Heating and 
Balding Ventilating Co. in the summer of 1892, for $825. 
Closets. j^^ ^-j^g time it was made this was a great im- 
provement. Prior to that date the closets had been in out- 
buildings, and their condition was a disgrace to a civilized 
community. For years one of the annual acts of the Board 
of Health had been to issue an order declaring them a public 
nuisance. The Board of Education was powerless to do 
anything as there were neither sewers, nor a water system, 
in the city. When the first investigating committee was 
sent out in 1887 to examine some recently constructed 
buildings, with a view of obtaining the latest ideas on school 
architecture and of incorporating them into the plans of the 
proposed new High School building, it found this system of 
closets in the Hyde Park High School. These closets had 
been in use a year, and they were considered by the author- 
ities there as one of the marvels of the age. These closets 
were incorporated in the plans of the new High School 
building as one of the latest and best of the modern im- 
provements. They proved satisfactory in that building, 
and no time was lost in placing them in the Grammar 
School after the Smead Company decided it was possible to 



PERIOD OF CONTINUOUS GROWTH: 1885-1911 133 

do so. It was not long before the dry closet system was 
generally condemned in the large cities, especially by 
plumbers. The closets, however, proved satisfactory wher- 
ever they were placed in a school building in Galesburg. 
The system is much more satisfactory and sanitary than the 
ordinary unventilated water closet. This was thoroughly 
demonstrated at the Douglas School, where it became nec- 
essary to tear out a system of water closets because they 
were not ventilated. No closet that is not ventilated is san- 
itary. 

The schoolhouses in the city had like those of to-day. 
high basements, but the steps leading to the first B^^^Jf^ht 
floor were all on the outside of the building. These ^u^,^lng * 
steps, six to ten in number, generally made of stone and un- 
covered, were really dangerous to the pupils in the winter 
season. During the other seasons of the year, they were 
convenient and attractive places for rowdies and disrep- 
utable characters to congregate in the evenings. This led 
at times to the defacement of school property. The Gram- 
mar School had three such unsafe and undesirable en- 
trances. In 1894 these steps had become so decayed that it 
was necessary to replace them with new ones. The Board 
took this opportunity to place them inside the building, an- 
other idea the committee had brought back from its trip of 
inspection. In making this change in the steps, all the en- 
trances were made to open to the east, the object being to 
reduce as much as possible the drafts which blew through 
the halls in cold weather and which were a constant menace 
to the health of the teachers on the lower floor while they 
were attending to their hall duties at dismissions and recess. 
Wm. Wolf made the plans for remodeling these entrances 
and O. C. Housel, contractor, did the work for $689. 

In May, 1895, after the schools had closed for the year, 
the tower on the building was partially destroyed Tower of 

1 r r , ■ ■ rJ^ r ChurclliU 

by a nre of unknown ongm. The contract for re- school 
pairing and remodeling it was let to Peter McL. by Fire. 



134 GALESBURG PUBLIC SCHOOLS 

Davidson for $545. The amount expended on the Churchill 
building in this period, for permanent improvements, was 
$2,059. 

Cooke School was connected with the city water system 
Improve- ^^ *^^ summer of 1896. When it became neces- 
c^oTke *"* ^^^y> *" 1897, to rebuild the steps of this building 
Bchooi. ^i^g entrances were remodeled and the steps were 
placed within the building, which was a great improvement. 
The plans for this change were made by Wm. Wolf for $25, 
and the contract for the work was let to A. C. Phillipson for 
$594. At the same time a system of dry closets was placed 
in the building by A. A. Ames for $250. 

The Hitchcock building was the first to be remodeled 

and enlarged. At that date the ventilation of 

A Modem schoolhouscs was in its infancy. As good a sys- 

of venti- tcm of vcntilation as was then known was placed 

lating In- . . . . . . ^ . 

stalled in in the building, but in time, as improvements in 

Hit«hcock ., . , , • 

School. ventilation were made, this system came, properly 
enough, to be regarded by the patrons as very 
poor. In the fall of 1908 it at last got on the nerves of the 
people, and the Board decided to give the desired relief at 
once by installing during the Christmas vacation of that 
year the most improved blast system of ventilation, to- 
gether with water closets and heat regulation. This im- 
provement, which was made by Lewis and Kitchen, cost, 
when completed, $5,219.95. 

The manual training quarters in the basement of the 
High School had always been objectionable on 
Tra^nhlg accouut of the noisc made by the machinery. 
Made'to Then, too, they were neither large enough nor 
schwi*** adapted to accommodate all the different kinds of 
work desired to be done in that department. In 
1910 it was decided to build a separate manual training 
building, connecting it to the rooms used for that purpose 
in the High School building. Another object of building 
this addition was to have room enough to give manual 



PERIOD OF CONTINUOUS GROWTH: 1885-1911 135 

training- to the boys in the seventh and eighth grades, thus 
making it a manual training center for the boys of th6 
higher grades in the grammar schools. A strip of land 71 
by 5434 feet, lying between the High School and the heat- 
ing plant, on which the building was placed, was purchased 
of S. C. Ayres for $1,300. The plans and specifications for 
the building were made by J. Grant Beadle, at a cost of 
$151-38. The contract for the building was let to P. O. 
Munson for $5,475. This amount included the cost of the 
bridge connecting the High School with the Central 
School, which was estimated at $300 by one of the bidders. 
The heating contract was let to Joseph Quigley for $494.40, 
and the plumbing contract to the C. S. Telford Co. for 
$490.15, thus making the total cost of this improvement 
amount to $7,910.93. 

The smoke from the heating plant was a source of real 
inconvenience to the people of that neighborhood, 
and occasionally some one would serve notice on consumer 

1 T-> 11 • • -111- '*"■ ^^^ 

the Board, threatening it with the direst conse- Heating 

•r 1 • 1 1 -T-i Plant. 

quences if the nuisance was not abated. There 
was no time when the Board would not have been glad to 
remove the cause of complaint had it known how to do it. 
In December, 1909, the G. H. Scharf Co. presented the 
merits of the automatic smoke consumer to the Board, with 
the proposition to install the device for $480, no money to be 
paid until the Board was satisfied that it would do all that 
was claimed for it. The proposition was accepted, and the 
smoke nuisance soon became a thing of the past. 

By 1909 the water closets placed in the Douglas School 
at the time it was remodeled had become so un- 

, . , , Improve- 

sanitary that it was necessary to replace them ments 

• 1 1 A 1 r 1 Made at 

With others. Another system of water closets was doukIs* 
installed and ventilation was provided for them by 
building a stack up through the central part of the building. 
This stack and the new closets cost $1,001. The stack was 
designed to be used as a flue for the heating apparatus and 



136 GALESBURG PUBLIC SCHOOLS 

to take care of a system of ventilation for the building. 
These two provisions made it more expensive than it would 
otherwise have been. 

In the winter of 1910-11 some of the people in the Bate- 
man district thought that their school building 
Humidity was not propcrlv ventilated. The Board employed 

Device In-^.^-' . ^-^ 

stalled in S. R. Lcwis, an expert heatmg and ventilating 

Bateman . . ' , . . '^ , , ° 

School. engineer of Chicago, to examine and test the ap- 
paratus. He reported that the volume of fresh air 
furnished each room, with one exception, was sufficient, but 
that the air, on account of the manner in which it was 
heated, was too dry. He recommended that a humidity de- 
vice be installed in connection with the heating apparatus 
and also that an electric fan be placed in the intake duct of 
the room that was not receiving enough fresh air. On mo- 
tion of Director Wertman the building committee was di- 
rected to install a humidistat and an electric fan as recom- 
mended by Mr. Lewis. The cost of this improvement was 
$458.92. 

At the February meeting of 1898 the Allen property, 
consisting of a house and lot joining the Weston 
M^e"**" School grounds on the east and fronting on Mul- 
weston berry street, was purchased for $1,600. The ob- 
Grounds J^^^ ^" buying this property was to enlarge the 
playgrounds. This was a good illustration of how 
public sentiment on the question of the size of school 
grounds had changed within thirty years. In 1868 the 
Board seriously considered selling a lot from the grounds 
they then had ; in 1898 it bought a lot to add to it. 

In July of 1898 the Hunt property, joining the Churchill 
grounds on the south and fronting on Cedar street, 

Addition ° , r ^^ /^^r^ rr-, • ,• , • f 

Made was bought for $4,000. The immediate object of 

to tiie , . ° ^ ' , , ^ 

ciiurchm this purchase was to use the house as an annex 

Grounds. i^ it-»- i-ii t- j* 

for the Central Primary, while the ultimate end in 
view was the enlarging of the Churchill playgrounds. 
These were the only pieces of land purchased in this period 



PERIOD OF CONTINUOUS GROWTH: 1885-1911 137 

solely for the purpose of having more grounds for the build- 
ings and pupils. It would be wisdom on the part of the 
Board to-day if it would adopt the policy of buying property 
adjoining any of the school grounds as it comes on the mar- 
ket, until every school in the city has an adequate play- 
ground. 

The amounts invested in permanent improvements in 
the different periods of these fifty years are here snmmary 

of Invest- 

given. Each total includes the cost of the land, ments in 

.... ... Perma- 

buildmg, heatmg and ventilatmg apparatus, clos- nent im- 
ets and furniture ; and the amount of each of these ments. 
items may be learned by referring to the paragraphs that 
give an account of the construction of the building. 

TABLE SHOWING COST OF PROPERTY OWNED BY THE 
BOARD OF EDUCATION IN 1911: 





Is 


■a 

OJJ 

'Coo 

4) rH 


•a 


CUuS 


1 


High School. ... 
Central School. . . 




$ 3,600.00 


$ 


$186,476.60 
45,144.09 
6,951.50 
21,019.00 
19,066.95 
34,632.25 
24,691.75 
24,397.14 
12,861.90 
869.00 
16,727.32 


$190,076.60 a 




45,144.09 


Churchill School. 
Heating Plant. . . 




59,269.91 


3,681.50 


69,902.91 
21,019.00 


Hitchcock School 
Lincoln School . . 




1,200.00 


15,875.00 


36,141.95 
34,632.25 


Farnham School. 








24,691.75 


"Weston School . . 
Douglas School. . 
Cooke School . . . 
Bateman School. 




12,144.62 

435.00 

16,396.50 


11,122.75 

12,477.86 

807.80 

11,280.00 


47,664.51 b 
25,774.76 c 
18,073.30 
28,007 32 












$ 93,046.03 


$55,244.91 


$392,837.50 


$541,128.44 



a. For this item to represent the cost of the High School 
property in 1911, it is necessary to deduct $1,100, the price paid for 
the old Baptist Church which was removed from the grounds in 
1887 and $54,635.10, the loss by the fire of 1904, which would make 
the item $134,341.50. 

b. This item should be reduced $6,723.75, the loss by the fire 
of 1882, which would make it $40,940.76. 

c. This item should be reduced $435, the cost of the Depot 
School, a one-room schoolhouse built in 1862, which would make it 
$25,339.76. 



138 GALESBURG PUBLIC SCHOOLS 

These reductions amount to $62,893.85, which, taken 
from the grand total, leaves $477,834.59, the total cost of all 
the property owned by the Board of Education in 1911. 

The cost of sewers, sidewalks and pavements is not in- 
cluded in these totals, except in the case of the Farnham 
School ; nor are the expenditures that might be properly 
considered as ordinary repairs. The amounts for permanent 
improvements were raised by taxes as needed, except $63,000 
in the second period and $141,000 in the fourth period, 
which were secured by issuing bonds. These bonds were all 
paid except $50,000 which had not yet matured. Thus it is 
seen that the amount invested in school property in the fifty 
years was on an average about $10,000 a year; for the last 
period it was $15,000 a year. 

The year previous to the opening of the new High 

School building in 1888, two rooms on the first 

Schools In floor of the City Hall on South Cherry street were 

Buildings •' •' 

Other occupied by a part of the Central Primary School. 

Than the ^ J i- J 

Property Thesc rooms were again used for school purposes 
Board. for four months in the fall of 1889, while the 
Lincoln School was being finished. They were 
closed when that building was opened in January, 1890. 
For one year, beginning in September, 1910, the Swedish 
Mission Chapel on the southeast corner of Losey and Irwin 
streets was rented for a school. These are the only two 
instances in the period when any of the schools occupied 
buildings that were not the property of the district, except 
when the High School, at the time its own building was 
burned, used Knox College, the Court House, etc., for two 
months in the spring of 1904. 

3. PROTECTION FROM FIRE. 

The Board always exercised great care in guarding the 
j^p^ children against the possibility of danger from fire 

K9cape«. jj^ (,^gg ^ school building burned. In addition to 
the fire escape on the east side of the Churchill School, 



PERIOD OF CONTINUOUS GROWTH: 1885-1911 139 

ladders were purchased and stored near the building to be 
used in case it were necessary to take children from the 
third floor. A fire escape was placed on the High School 
building in 1901. In February, 1904, a Babcock fire ex- 
tinguisher was placed in each building, and in the same 
year a Dow Cylindrical fire escape was placed at the west 
side of the Churchill building and one of the same make at 
the Douglas School. The cost of each of these Dow fire 
escapes was $892.50. 

The custom of having fire-drills frequently was insisted 
upon by the Board. In January, 1904, a resolu- pj^.^ 
tion requiring each school to have at least one fire- ^^^*- 
drill every week was adopted. The resolution was soon 
amended by changing the fire-drills to once in two weeks. 
In 1908 the resolution was still further amended by requir- 
ing two fire-drills in each month of the fall terms and one in 
each month of the other two terms. The resolution made it 
the duty of the Superintendent to report monthly to the 
Board the number of fire-drills in each of the buildings. 
There was only one serious fire in this period. It is true 
that before the shingle roofs were displaced by tin and slate, 
it was not an uncommon occurrence to have a fire start on 
the roof of a schoolhouse, but these were always discovered 
and put out before any damage worth mentioning was done. 

There was a fire in the Douglas School, when it was 
known as the Seventh Ward School, that de- 
stroyed the floor in the room above the boiler, 
damaging the desks and books to a great extent. This fire 
occurred at night. In 1895, on Monday, June 3rd, after the 
schools had closed for the year, the tower on the Grammar 
(Churchill) School was damaged by fire to the extent of 
about $500. The burning of the High School building, 
however, was one of the most serious fires Galesburg ever 
had. It occurred on Sunday night, April 10, 1904, the alarm 
of fire being given at eight o'clock. The fire started in the 
basement and the origin of it was never definitely deter- 



140 GALESBURG PUBLIC SCHOOLS 

mined; the theory, however, that generally prevailed was 
that it was caused by spontaneous combustion of waste that 
had been used in cleaning the machinery. Owing to the size 
and construction of the building, the fire department, though 
it fought valiantly, was unable to get control of the fire 
and by twelve o'clock midnight the building was in ruins. 
When the west wall of the building fell, two men lost their 
lives: John B. Slater, the oldest member of the fire depart- 
ment, and Frank G. Stromsted, a citizen who was assisting 
in removing the goods from the Kindergarten Normal, 
which stood a few feet to the west of the building. The rec- 
ords of the school were the only thing saved, and these were 
secured by the Principal of the school, Mr. Frank D. Thom- 
son, who entered the office, which was on the second floor, 
by means of a ladder, a difficult and dangerous undertaking 
on account of the dense smoke in that part of the building. 
The loss was estimated at that time to be $70,000, but it 
could not have been over $55,000. The amount of insurance 
on the building and contents was $24,500, which was paid in 
full. Some $800 worth of text-books belonging to the pupils 
were burned, but, through the good offices of the Text-book 
Committee, the publishers, without exception, were kind 
and generous enough to loan the pupils books with which to 
complete the work of the year. These books were all re- 
turned. 

4. MUSIC, DRAWING AND PHYSICAL TRAINING. 

The question of teaching vocal music was taken up in 
the spring term of 1887. At a meeting of the 

Introduc- . , 

tion of Board in Tune of that year Mr. G. R. Housel pre- 
sented the matter and submitted a proposition to 
furnish the books and to teach the subject. On motion of 
Director Merrill, his proposition was referred to the Teach- 
ers' Committee on a tie vote, the Mayor casting his vote in 
the affirmative. At the July meeting the proposition was re- 
jected on the recommendation of the Teachers' Committee. 





;eo h. ward 





C^ 





J ^^ HAMMOND 



R. O. AHL-ENIU; 



FOURTH WARD 

The Representatives of the Fourth Wanl on the IJoard of Education 

since its F'irst Organization in Tune, ISGl. 



PERIOD OF CONTINUOUS GROWTH: 1885-1911 141 

One year after the subject was first brought formally be- 
fore the Board, a special committee composed of Directors 
Cooke, Price and Woods was appointed to consider the 
question of music in the schools; and at the next meeting, 
July 9, 1888, the committee reported in favor of the intro- 
duction of music and the employment of G. R. Housel as 
supervisor of the subject. Since that date music has been 
in the schools continually under the direction of a special 
supervisor and the question of discontinuing it has never 
been raised, its value as a branch of school work being fully 
recognized. In these twenty-three years there were only 
two supervisors of music, Mr. G. R. Housel and Miss Glaze 
Strong. 

While drawing had nominally been in the schools for 
several years, its introduction may properly be 
considered to date from the adoption of the Prang tion of 

. Drawing. 

System of drawing, in June, 1891. A special su- 
pervisor, who gave but a small portion of her time to the 
Galesburg schools, was provided by the Prang Company, 
the Board of Education paying for her services. Drawing, 
from that date, became in reality a part of the education of 
the child, and its value was no longer questioned. This re- 
sult could never have been obtained without the direction 
and help of a special supervisor of the subject. 

In the years to come it will be considered strange that 
the importance of physical culture as a part oi jntroduc- 
the work of the public schools was not recognized pbysro'ai 
earlier. The introduction of this subject found a culture. 
strong advocate in Director Charles E. Johnson ; and it was 
finally placed in the Galesburg schools in September, 1905, 
under the direction of Miss Soflena Mathis as supervisor. 
The importance of the care and development of the body 
will yet receive greater recognition by the public and by 
those in charge of educational institutions. 

The delay in introducing music, drawing and physical 
culture was no doubt largely due to the lack of the neces- 



142 GALESBURG PUBLIC SCHOOLS 

sary preparation and training on the part of the regular 
teachers to do the work. To employ a sufficient number of 
specially trained instructors to pass from room to room 
and teach these subjects, entailed an expense that was pro- 
hibitive. The solution was found when it was demonstrated 
that the regular teacher could do the work under the super- 
vision of a competent director of the subject. Competency 
in the supervisor was found to be a much more important 
factor than the amount of time she gave to supervision. At 
no time did the supervisor give more than three days in a 
week to the schools, some gave only two days. The super- 
visor always found it quite possible to arrange with some 
other city for the remainder of her time. In this way it is 
possible for a city the size of Galesburg to have as expert 
supervision as the the larger cities that pay the best sal- 
aries — and more of it when the comparative number of 
teachers is considered. For example, Miss Katherine K. 
Ball and Miss Jessie Buckner, who for years supervised the 
Drawing in the schools, are now and have been for years 
the supervisors of drawing in San Francisco and the State 
Normal School at Macomb, Illinois, respectively. 

5. THE TRAINING SCHOOL. 

Of all the different elements that enter into the making 
Teachers' ^^ ^ systcm of good schools, the character of the 
sch!^* corps of teachers is the most important. The real 
Organized, yaluc of everything connected with a school sys- 
tem is determined by the quality of the work done by the 
individual teachers. The securing of good teachers is the 
most difficult, as well as the most important, problem a 
board of education has to solve. Wherever the appointing 
power may be lodged, however it may be surrounded by 
rules and regulations, and no matter how conscientiously it 
may be exercised, mistakes will be made; and it will not 



PERIOD OF CONTINUOUS GROWTH: 1885-1911 143 

be sufficient of itself to provide the most desirable teachers; 
for teachers, like persons in every form of activity, are 
made, developed in and by their work, and much depends on 
the start they get and the atmosphere in which they labor. 
In order that the persons appointed as teachers might begin 
their work under favorable conditions, the Training School 
was organized. In a city as large as Galesburg, with its two 
colleges which offer a liberal education but afford no special 
training for teaching, and from which most of the teachers of 
the schools would naturally come, such a school for theory 
and practice of teaching, under the direction of one exper- 
ienced and skilled in the art, is particularly needed. When 
the Central Primary moved into its new home, the first floor 
of the new High School building, in September, 1888, it was 
made a Training School for teachers, not for all who desired 
to become teachers, but for those only whom the Board ex- 
pected to appoint as regular teachers, should they show 
themselves fitted. To get a position in the Training School 
one was required to have a regular certificate from the 
County Superintendent and be appointed by the Board of 
Education. The merits of the applicant were as carefully 
scrutinized as if she were being appointed to a position as 
regular teacher. Each year there were appointed from four 
to seven such persons, the number of vacancies estimated to 
occur annually in the teaching force. These persons were 
paid a salary of $20 or $25 a month, according to their prep- 
aration. 

The general plan of the work for the school was divided 
into two parts, theory and practice. Under theory, ^^^^ 
Halleck's Psychology, Baldwin's School Manage- xrataing 
ment. Page's Theory and Practice of Teaching s«*»o"'- 
were studied and also the Course of Study used in the 
Galesburg schools. Each week four meetings of the class 
were held for recitation. Under practice, each member of 



144 GALESBURG PUBLIC SCHOOLS 

the class had charge of a room of from twenty to twenty- 
five pupils for, at least, one term; they filled the temporary 
vacancies caused by the absence of the regular teachers and 
assisted in the different schools whenever over-crowding of 
pupils made such help necessary. This assistance was usu- 
ally limited to the forenoon session. About one hundred 
pupils were taught by these teachers in training, and in this 
way they saved the salary paid them. It was feared that 
parents would object to having their children thus experi- 
mented with, but no such complaint was ever made, owing 
no doubt to the close and careful supervision of the work by 
the Training Teacher. 

The advantages of the Training School were many. At 
Advan- the end of the year the young ladies entered on 
of the their work as regular teachers with some concep- 

Trainlng . . 

School. tion of Its meaning ; they had some understanding 
of the Course of Study, the methods of instruction and the 
ways of management ; they had to some extent become im- 
bued with the spirit of the schools; and, above all, it had 
been discovered what grade of work each was best adapted 
by nature to do, which in many cases was a revelation to the 
teachers themselves. The occasion for the organization of 
the Training School was the introduction of kindergarten 
work and methods, which began in the last year of the 
previous period. The teachers felt the need of help in be- 
ginning the Kindergarten work, and some of them at their 
own expense took a course in the Kindergarten Normal. 
Miss F. Lilian Taylor was one of these, and after she grad- 
uated from the school she began to assist some of the teach- 
ers on Saturdays. This led, in 1886, to the Board's allowing 
time to Miss Taylor to give lessons in this work to such 
teachers as desired it. Her work was found to be so valu- 
able that the Training School was organized in 1888, with 
Miss Taylor as the Training Teacher, which position she 
continued to hold through this period and in which she 
rendered the schools great service. 



PERIOD OF CONTINUOUS GROWTH: 1885-1911 145 

6. METHODS. 

In this period there were many changes in the methods 
of teaching most of the subjects. Reading was 
considered the most important branch of study, 
and in the first three grades promotion depended mainly on 
the ability of the pupil to read. In the early years of this 
period reading was taught in the first grade, or year, from 
Leigh's Primer and a first reader. Miss Lucia L. Pettee 
was the first teacher to discard the use of this Primer with 
its peculiar type that represented to some extent the pho- 
netic sounds of the letters, and to teach the pupils entirely 
from the blackboard until they were able to begin a first 
reader. Gradually the other teachers of the first grade 
were given the same privilege as they became convinced 
that they could do the work better in that way and were 
anxious to try it. It was one of the characteristics of this 
period that, as a rule, all changes in methods of teaching in 
the schools were brought about in this way, that is, by de- 
grees as each teacher came to feel that she could do the 
work better by the new method. The doing away with 
ruled slates in the first grades came about in the same way 
as did also the substitution, in all the grades, of paper in 
place of slates. Generally each teacher was free to use her 
own methods so long as she succeeded in getting the work 
done. Rarely was any special method insisted on. The 
poorest work is sometimes done according to the best 
method where the method is not understood by the teacher. 
It was gradually discovered that the best way to teach 
children to read was to have them read — read many books 
of a similar grade; and the time-honored custom of keeping 
them an entire year in conning over one reader in each 
grade was dropped, particularly in the first three grades; 
and the practice of giving them several books to read in 
place of one was adopted. It was not uncommon for 
classes in the first grade to read as many as a dozen differ- 



146 GALESBURG PUBLIC SCHOOLS 

ent books. The pupils were required to buy but one of these 
books, the others being supplied by the Board of Education. 

The Board began buying books for this purpose in De- 
Suppie- cember, 1886, and after 1900 one hundred dollars a 
Beading. year was annually appropriated for their purchase. 
Twenty-five copies of practically all the best first readers 
published, and many others known as supplementary read- 
ers for that grade, were purchased for the pupils to read in 
the first grade. A liberal supply was also bought for each 
of the other grades. In the upper grades they were of a 
character to supplement the regular work, principally the 
work in geography and history, though some were selected 
for their literary merit alone. These books were kept in the 
Superintendent's office and the teachers sent for them as 
they were wanted, and returned them as soon as they had 
been read. Thus the same set of readers was read by as 
many as a half dozen different classes in one year. It was 
remarkable how long these books, which were the property 
of the Board and cared for by the teachers, lasted. A set of 
supplementary readers would last from three to ten years ; 
and would be read by twenty to thirty different classes, — 
which is certainly one good reason for district ownership of 
schoolbooks. 

During this period it was the custom of the Superintend- 
ent to hear the pupils read when they completed a grade. 

For some years, beginning with 1900, the pupils of each 
room were required to memorize one poem each month as 
a part of their reading. 

The treatment of arithmetic underwent quite a change 
Aritu- ^" ^^^^ period. The former method which had 

metic. been used from time immemorial was to treat each 

division of the subject by itself and to hold the pupils on it 
until they were thought to have mastered it. For example, 
the fourth year was devoted entirely to the fundamental 
rules, the fifth year to fractions, the sixth year to decimals 
and measurements, the seventh year to percentage, and the 



PERIOD OF CONTINUOUS GROWTH: 1885-1911 147 

eighth year to the applications of percentage, square and 
cube root, mensuration, etc. There was no recognition of 
the fact that fractions are only a different form of division, 
and percentage another form of fractions, and that each is 
made up, as it were, of a series of layers increasing in de- 
grees of difficulty and capable of being adapted to the de- 
veloping capacity of the child ; or, in other words, there was 
no attempt to present the simplest elements of these sub- 
divisions to the child when he began the study of arithme- 
tic and to advance him in them step by step as his mind 
developed. He was required to understand all of one sub- 
division before he was given the simplest elements of the 
next. Mastery of each topic was expected to be gained by 
working a great number of examples and problems accord- 
ing to the sample carefully worked out and placed at the 
beginning of the topic; and the numbers used in most of 
these examples and problems were far beyond the compre- 
hension of the pupils. Thus the tendency of the work in 
arithmetic was to develop the powers of imitation in the 
child rather than his reasoning faculties. This tendency 
was still further increased by the conditions given in most 
of the problems, these being beyond the experience of the 
pupil. The universal criticism on the teaching of arithmetic 
had been for years that the results did not justify the time 
given to the subject, that at the best most pupils learned 
only to juggle with figures. To Professor Frank H. Hall 
is due the credit of being the first to break away from this 
traditional treatment of arithmetic and to write a series of 
books on an entirely new plan, named by him the "Spiral 
Method," in which arithmetic was treated as a unit and not 
as composed of a number of independent parts. He sim- 
plified the numbers used, brought the conditions of the 
problems within the range of the child's experience, and dis- 
carded the plan of arranging the examples and problems in 
groups according to the method of solving them, with an 
example of each worked out as a sample to be followed. 



148 GALESBURG PUBLIC SCHOOLS 

Thus he made the treatment of the subject one that would 
naturally tend to develop thought processes rather than to 
acquire the ability of juggling with figures. That the 
method, where it is strictly followed, is a great improve- 
ment on the old there can be no doubt, if the aim in arith- 
metic be to teach the pupils to think in numbers. So radical a 
change, — any change for that matter, — would naturally meet 
with some opposition, especially from those who attempted 
to do the impossible, namely, to teach the new books by the 
old method. Such was the experience in the Galesburg 
schools when the Hall arithmetics were adopted in 1901. 
In 1885 there was a language book in the sixth and 
seventh grades, and a grammar in the eighth, the 

Langnage. . o ' 

language work m the other five grades being done 
orally. There was at that time practically no graduation in 
this oral work, it being much the same in all the grades. As 
a result the work was unsatisfactory to the teachers and 
without interest to the pupils. In 1886 a definite outline for 
the oral work in language was prepared and printed. This 
outline was not made by the Superintendent but by the 
teachers. It was prepared in this way. The teachers of the 
first grade were called together, and they agreed on certain 
language facts that naturally came in their grade and which 
they thought could be easily taught. These facts they were 
more than willing to undertake to teach. The teachers of 
the second grade were then asked to meet and were given 
the language facts the teachers of the first grade proposed 
to teach. They were requested to add such additional facts 
as came naturally in their grade and were in their opinion 
within the range of the pupils' understanding. For the 
teaching of these facts the teachers of the second grade will- 
ingly agreed to be responsible. In this way the work for 
each of the other grades was determined. Six of the best 
language books then published were selected and carefully 
examined to find the page where any of the language facts 
in the proposed course of study were treated. The appro- 



PERIOD OF CONTINUOUS GROWTH: 1885-1911 149 

priate reference was printed below each fact given in the 
outline. A set of these books was purchased by the Board 
for each teacher and placed on her desk. By referring to 
these books the teachers could see how each fact was pre- 
sented by one skilled in the teaching of language. This 
outline for oral language work was a great success from 
the first, and it may be found, slightly modified, in the 
course of study in use at the close of this period. In 1894 
a carefully arranged and detailed course in composition was 
added to each grade. It consisted of exercises in dictation, 
reproduction, invention (a story suggested by a picture), 
description and letter-writing, with references to selections 
well adapted to each purpose, that could be found in the 
readers used. One exercise in each of these forms of com- 
position was required every month from each pupil. 

In the first part of this period four years were given to 
geography beginning with the fourth grade, and 
history was begun and completed in the eighth and 
year. Later this was considered to be too much 
time for geography and not enough for history. In 1897 
the primary geography was placed in the fourth grade and 
the advanced geography in the fifth and sixth grades, to be 
reviewed in the last half of the eighth grade. At the same 
time a grammar school history was placed in the seventh 
and eighth grades. As early as 1889, a primary history was 
introduced in the fourth grade to be read as a supplementary 
reader, the books being furnished by the Board of Educa- 
tion. 

At the beginning of this period a spelling book was used 
only in the seventh and eighth grades, spelling in 
the other grades being taught incidentally from 
the other text-books; particularly from the readers. In 
December, 1886, Sheldon's Word Study, a spelling book, 
was introduced in the schools on the recommendation of the 
Text-book Committee. It was placed in all the grades above 
the third. The teachers worked faithfully to teach spelling 



ISO GALESBURG PUBLIC SCHOOLS 

from this book, but it was never a success. It was allowed 
gradually to drop out of the lower grades, but it was con- 
tinued in the seventh and eighth grades until 1899. In that 
year a new method of teaching this subject was begun. 
The pupils of each grade were required to find for them- 
selves the misspelled words in all their written work. These 
words were placed on the blackboard where they remained 
for one week, being used for lessons in spelling. At the end 
of the week each teacher selected from the list in her room 
ten words that she considered as the most common to the 
grade. From these lists of words sent in by the different 
teachers of each grade, fifty words were selected and given 
to all the rooms of the same grade for a competitive test in 
spelling. This method brought to bear on the words which 
the children used and frequently misspelled the drill of the 
spelling book and the competition of the old-time spelling 
school. In the opinion of many teachers better results in 
spelling were obtained by this method than by any other. 
In the course of five years each grade had thus secured a 
list of about a thousand words, which was then printed by 
the Board and one copy was given free to each pupil when 
he began the grade. There are many advantages in thus 
having in each grade a spelling book containing only the 
words to be mastered in that grade. At the close of this 
period spelling was taught in the first five grades of the 
schools according to this method. In 1905 a spelling book 
was again placed in the three upper grades. 

Mr. G. H. Bridge was the teacher of penmanship in all 
Penman- *^^ gradcs Until the opening of schools in Septem- 
ship. i^gj.^ 1896, when all his time was required to teach 

manual training and bookkeeping in the High School. 
At that time vertical writing, which had been adopted by 
most of the schools in the country, was introduced in the 
Galesburg schools. A system of copy books, something not 
known in the schools for fifteen years, was also adopted. 
While it is generally conceded that the handwriting of a 



PERIOD OF CONTINUOUS GROWTH: 1885-1911 151 

pupil is formed by the writing he does in his daily work, 
copy books are needed where no special teacher of pen- 
manship is employed, in order that the pupil may have a 
standard by which to judge his writing and correct his er- 
rors as they appear before they become confirmed by habit. 
There was of course always some opposition to vertical 
writing, and, in 1907, a modified system, in which a letter 
nearly vertical was used in the primary grades and one with 
a modified slant in the advanced grades, was adoptedj 
There was no special teacher of penmanship in the schools 
from 1896 to the close of this period. 

There was no year in this period in which a definite 
amount of physiology and hygiene was not 
taught somewhere in the grades. Previous to oiog^^ and 

Hygiene. 

1894, a primary physiology was read in the fifth 
grade as a supplementary reader. From that date to 1898, 
when the present law regulating the teaching of physiology 
and hygiene went into effect, a primary work on the sub- 
ject was studied in the eighth grade in addition to the book 
read in the fifth grade. After 1898 the subject was taught 
as required by the state law. 

A rather full outline calling for oral instruction in phys- 
iology, botany, zoology and physics, was a part of ^^^^^^^ 
the course of study at the close of the previous sto«*y- 
period ; but it had proved unsatisfactory and it was not gen- 
erally followed by the teachers. However much children 
may enjoy nature, its classified facts do not interest them. 
In the early '90's an earnest effort was made to teach what 
was then known as nature study, that is, to have the pupils 
learn to recognize at all seasons of the year the different 
trees and shrubs they daily see, the flowers in the home and 
by the wayside, the birds as they come and go, the animals, 
wild and tame, the changes of the sun and moon, the wind 
and sky that make the weather of the day and the seasons 
of the year, etc., etc. A full outline of this kind of work was 
prepared, printed and placed in the schools. This outline of 



152 GALESBURG PUBLIC SCHOOLS 

nature study may be found in the Report of 1898. At first 
the results appeared to be good, but within five years, save 
in exceptional cases, it had lost its grip on the schools al- 
most as completely as the classified facts of science which 
it had been designed to supplant. Any work to be done 
successfully in the schools must be with the aid of a text- 
book or in the hands of a special teacher, or supervisor. 

7. THE TEACHERS AND MEANS FOR THEIR IMPROVEMENT. 

There is a provision in the rules of the Board of Educa- 
Teachers' ^^°^ ^'^^ holding Tcachers' Meetings once a month 
MeetingB. qj^ Friday afternoons at 3 :30 o'clock. At times it 
was thought best, for various reasons, not to have these 
meetings every month. There were years in this period 
when not more than two such meetings were held in a term. 
The object sought to be accomplished in these meetings 
was to spread the good, to make it become contagious, to 
foster unity in the work and harmony among the workers, 
to broaden the conception of the teacher's work, to develop 
a professional and public spirit, and above all to create an 
atmosphere in the schools that would be congenial alike to 
pupils and teachers, and thus to bring about the proper at- 
titude on the part of both, — the aim in all being to increase 
the efficiency of the schools. At these general meetings, in 
addition to the Superintendent's outlining the general pol- 
icy of the schools and discussing such principles and meth- 
ods as were applicable to all grades of work, the program 
frequently contained other features, some of which are 
mentioned here. 

At dififerent times some professional book was selected 
and made the subject of the year's study by the 

Educa- 
tional 
Booka 
Studied 
at TheM 
Meetlng:8. 

or section of the book would be reviewed by a 
teacher previously appointed for that purpose, and a gen- 



Educa- teachers. The method pursued was to have each 
Booka teacher buy a copy of the book and read it care- 

at These fully. At each of the monthly meetings a chapter 



PERIOD OF CONTINUOUS GROWTH: 1885-1911 153 

eral discussion would frequently follow. In this way the 
Principles and Practice of Teaching, by James Johonnot, 
was studied in 1886; Compayre's History of Pedagogy, by 
W. H. Payne, in 1889; Quick's Educational Reformers, in 
1891; School Management, by Emerson E. White, in 1894; 
Kidd's Social Evolution, in 1895; Report of the Committee 
of Fifteen on the Educational Values of the Common 
Branches, in 1896; The Critical Period of American His- 
tory, by John Fiske, in 1898; Teaching the Language-Arts, 
by B. A. Hinsdale, in 1900; The Art of Study, by B. A. Hins- 
dale, in 1902; and The Basis of Practical Teaching, by E. B. 
Bryan, in 1907. Other professional books when they were 
first issued were made the subject of one meeting. 

The year 1908 was devoted to the study of the different 
educational theories and systems that have largely in- 
fluenced the history of the world. Each system was as- 
signed to some teacher who would give an explanation and 
history of it, after which a general discussion would usually 
follow. This feature of the monthly meetings frequently 
proved to be interesting and certainly did much to enlarge 
the educational conceptions of the teachers. 

Another annual feature which was interesting and help- 
ful was the reports given by those who attended 
the national and state associations, of the principal Jj^*^"^, 
discussions held at these educational meetings. fXa^**" 
Not less interesting and instructive were the re- ^^^J^ 
ports given by the teachers of what they had seen 
and learned while visiting other schools. 

In the year 1905 the teachers of each school furnished 
the second part of the program for one of these 

, . , • 11 Program 

general meetmgs. in two mstances the teachers Furnished 
assembled at the ward schools, the Weston and ferent 
the Bateman. With the exception of the High 
School, when the Principal, Mr. F. D. Thomson, gave the 
address, and the Weston School, when Miss Johanna Lind 



154 GALESBURG PUBLIC SCHOOLS 

gave readings and there were piano solos by Miss Lillian 
Lindquist and Miss Edith Tryner, each school imported a 
speaker for the occasion. The teachers of the Churchill 
School had Dr. C. A. Vincent; the Hitchcock School, Dr. W. 
Hamilton Spence ; the Central School, Dr. L. B. Fisher; the 
Douglas and Cooke schools, which united, Professor Stans- 
bury Norse ; and the Bateman School, Mrs. G. W. Thomp- 
son, a member of the Board of Education. One of the novel 
features of the meetings was the serving of refreshments by 
the different schools. These added much to the sociability of 
the occasions. The teachers were never so well acquainted 
with one another as they were that year. 

A number of teachers visited Europe in the summer of 
1910, and the teachers in the following school year 

Interest- o y 

tag Ac- had the pleasure of taking a most delightful trip 
Journeys through Greccc with Miss Marian Nelson, one 

Given. 

through Italy with Miss Alice Bergland, and one 
through the art galleries of Europe with Miss Ida Glenn. 
Miss Myra H. Patch also gave a most excellent account of 
the meeting of the National Educational Association that 
year in Boston. These four papers were read at as many 
meetings held that year and, in addition to the interesting 
information they contained, they were veritable literary 
treats. Whenever the teachers took part on the program by 
reviewing a chapter or a book of pedagogy, by giving an ac- 
count of a meeting they had attended, a school they had 
visited, or a trip they had taken, they spared no labor in 
making the presentation of their subject worthy of the time 
and attention of any audience. 

Dr. Richard Edwards, Henry Raab, J. H. Freeman, Al- 
fred Bayliss and Francis G. Blair, each while he 
Addresses was State Superintendent of Public Instruction, 

by I'ronn- '^ ' 

nent Edu- addressed the teachers at one of these meetings. 

cators ot ° 

the State. In the school year of 1904-05, Dr. John W. Cooke, 
President of the Northern Illinois Normal, Mr. 



PERIOD OF CONTINUOUS GROWTH: 1885-1911 155 

John W. Henninger, Principal of the Western Illinois Nor- 
mal, Dr. Livingston C. Lord, President of the Eastern Illi- 
nois Normal, and Mr. David Felmley, President of the State 
Normal University, favored the teachers with addresses 
that would have been worth attending a State Association 
to hear. In April, 1902, Enoch A. Gastman, Superintendent 
of Decatur Schools, gave a talk on the "Public Schools of 
the Early Days." In 1903-04, J. H. Collins, Superintendent 
of the Springfield Schools, N. C. Dougherty, Superintendent 
of the Peoria Schools, and J. B. Stableton, Superintendent 
of the Bloomington Schools, addressed the teachers on some 
of the problems involved in the daily work of the schools. 

Some of the best addresses delivered at these meetings 
were by the ministers of the city. In 1887, Dr. A. Addresses 
R. Thain, pastor of the old First Church, gave an p^g*or8of 
address on the "Education of the Will;" in 1888, the city. 
Rev. J. W. Bradshaw, pastor of the First Congregational 
Church, on "What Manner of Child Shall This Be;" in 
1890, Dr. John Hood, pastor of the Presbyterian Church, on 
"What Makes the Successful Teacher;" and Rev. H. A. 
Bushnell, pastor of the First Congregational Church, on 
"Criticism." In 1891, Dr. J. M. Sturtevant, pastor of the 
old First Church, delivered an address on "Surnames," and 
Rev. E. J, Chaffee, pastor of the Universalist Church, on 
"Habit in Education." In 1892, Dr. C. W. Blodgett, 
pastor of the Methodist Church, addressed the teachers and 
the pupils of the schools in the Court House Park on Colum- 
bus day. In 1897, Rev. W. H. Geistweit, pastor of the Bap- 
tist Church, addressed the teachers on the "Personality, 
Sympathy, Consciousness and Character of the Teacher." 
In 1909-10, the following ministers addressed the teachers: 
Rev. J. M. Maxon, rector of Grace Episcopal Church, on 
"Some Ideals in Child Training;" Rev. J. P. Huget, pastor 
of the Central Church, on the "Practical Value of the 
Ideal ;" Dr. Stuart M. Campbell, pastor of the Presbyterian 
Church, on the "Four Great Influences in Society;" Dr. S. 



156 GALESBURG PUBLIC SCHOOLS 

Van Pelt, pastor of the Methodist Church, on "The Founda- 
tion of the State in the Education of its Youth." 

Two especially practical and helpful addresses were 

given by physicians ; one by Dr. L. R. Ryan in 

by phr' 1894, on "The Abuse of the Eyes," and the other 

eicians. ^^ j^^ j^^jj^ ^ j^j^^^ ^^ "Emergencies and How 

to Meet Them." 

Other speakers who addressed these meetings were 

George P. Brown, editor of the Illinois School Jour- 

sielkers "^^' ^" 1890; Matthcw Andrews, County Superin- 

S^Vd**' tendent of Schools of Knox County, in 1892; Dr. 

These pjck on the "Cultivation of the Memory," in 1894; 

Meetings. ' •' 

Mrs. Martha H. Read, member of the Board of Ed- 
ucation, in 1895, on the "Formation of an Anti-Cigarette 
League," which was organized and flourished for several 
years ; Miss M. Evelyn Strong, member of the Board of Ed- 
ucation, on "Nature Study," in 1896; Congressman Geo. W. 
Prince, on "The Method by which a Measure Becomes a 
Law," in 1899; Dr. J. V. N. Standish, on "Beautifying the 
City," in 1902; James Speed, on "Nature Study," in 1907; 
and Dr. Thomas McClelland, President of Knox College, on 
"The Relation of the College to the Public Schools," in 
1909. 

In 1896-7, through the courtesy of Dr. John H. Finley, 
President of Knox College, and the liberality of 
Extension the Board of Education, the teachers enjoyed, 
Lectures, ^jtho^t charge, a course of University Extension 
Lectures. These lectures were given in the study hall of 
the High School. 

Some of the most helpful work was done in the grade 
Grade meetings. Beginning in 1887, one or more series 

Meetings, ^f grade meetings were held each year during this 
period. They frequently took the place of the general 
meetings. All the teachers of a grade would come together 
at 4 p. m. on a school day in the office of the Superintendent, 
to talk over the work of that particular grade. When a new 



PERIOD OF CONTINUOUS GROWTH: 1885-1911 157 

book was introduced it would be gone over in these meet- 
ings. The changes in the course of study were suggested 
and discussed there. The most helpful form of these meet- 
ings was when all the teachers of a grade, excepting one, 
closed their schools for a half day and visited that teacher 
at work. At the close of the sessions the teachers would re- 
main and discuss what they had seen and heard. Such 
meetings were not popular with the teachers whose rooms 
were thus visited, on account of the strain imposed upon 
them ; and for this reason not so many of these meetings as 
were desirable were held. In these general and grade 
meetings the spirit and tone that characterized the schools 
of this period were formed. 

The Teachers' Library, which was designed to consist of 
only professional books and which now numbers xeaohers' 
over three hundred volumes, was begun in 1894 i^i^rary. 
by each teacher contributing fifty cents for that purpose. 
After that date it was the custom to make this contribution 
annually. Some years it was reduced to twenty-five cents, 
and in some years the money was used to pay the traveling 
expenses of the speakers who addressed the teachers. In 
this way the teachers, at a small expense, had the oppor- 
tunity of reading and consulting the latest educational 
works, something which every teacher who does not wish to 
grow out of date in the profession ought to do. The library 
was always kept in the office of the Superintendent of 
Schools. 

The Central Illinois Teachers' Association, which was 
the first of the five great sectional associations of 

Central 

the state to be organized, held its fourth annual iiunois 
meeting in Galesburg, in March, 1888. When this Associa- 
Association met here the second time, in 1896, over 
one thousand teachers attended, which at that date was the 
largest educational meeting that had ever been held in the 
state. This Association met for the third time in Galesburg 
in 1907. 



158 GALESBURG PUBLIC SCHOOLS 

The Military Tract Educational Association was organ- 
Miiitary ized in Galesburg-, in October, 1908, and held its 

Tract Ed- , . , . , , 

ucationai first two annual meetings here with an attendance 
tion. of about a thousand teachers at each meeting. 

8. PUPILS AND THEIR SPECIAL ACTIVITIES. 

There is no more important feature in a system of 
Method schools than the method of promoting pupils. 
moUng' Premature promotions have wrecked the scholar- 
Fupiis. ship and even the education of many pupils, and 
yet more pupils have left school and grown up in compara- 
tive ignorance on account of being denied promotion than 
from any other cause. Holding one child back in his grade 
may be the making of him, while the same treatment of an- 
other may be his ruination. Rules for promotion should be 
flexible and used with the greatest judgment. Prior to 1890 
all promotions were determined by a final examination com- 
bined with the standing of the pupil for the year. After that 
date a pupil who received each month in the year a card 
marked "excellent" or "good" in both scholarship and de- 
portment and who was not absent more than ten days in the 
year, was promoted without an examination. Certainly a 
pupil who does good work throughout the year should be 
promoted when the work of the grade is completed. When 
a pupil failed to be promoted by his daily work or by his 
examination, he might even then be advanced if, in the 
judgment of his teacher, it was thought best. In exercising 
this judgment the grade, the previous opportunities, the 
ability to do part of the work, the age and size of the pupil, 
and the probable length of time he would remain in school, 
were some of the things considered. 

At the close of the school year the High School always 
had its graduation day, which was a great event 

Exhibition ° . ■' ° 

of School to the pupils of the school and made an appropri- 
ate ending of the year's work; but the graded 
schools had no such exercises, nothing, in fact, to give emr 



PERIOD OF CONTINUOUS GROWTH: 1885-1911 159 

phasis and significance to the event — schools simply closed 
a little earlier that day and the pupils went home. Begin- 
ning with 1892, an effort was made to make the closing of 
the school year an important event to the pupils of the 
grades, to have them leave their schoolrooms with the con- 
sciousness of having accomplished something during the 
year that had ended. This was done by having an exhibi- 
tion in every room of the best work done by each pupil 
during the year, this work having been preserved from time 
to time by the teacher. On the last day of school the par- 
ents were especially invited to come and inspect the work. 
Many parents took advantage of these occasions and went 
home feeling that the money spent and the sacrifices made 
had been worth while. The pupils were also greatly bene- 
fited by seeing not only what progress they had made bdt 
what others had done and what they themselves should 
make as they advanced from grade to grade. If the work 
exhibited on these occasions had not been samples of the 
best daily work, but had been done especially for the exhi- 
bition, then it would have been of little value. 

With the introduction of drawing, or art work, in 1891, 
there came the desire on the part of the teachers 

^ . School 

to decorate the schoolrooms and halls of their Entertain- 
buildings; and in a few years there was not a 
schoolroom or a hall in any of the schools that had not 
some decorations, many of the pictures being expensive as 
well as beautiful. Of the ten schools in the city, eight have 
one or two pianos of their own. and with one exception 
these were all purchased in this period. None of these 
pictures and pianos cost the Board of Education one dollar. 
They were secured through the efforts of the teachers and 
pupils by means of school entertainments, given by the pu- 
pils themselves. Nothing does more to bring teachers and 
pupils and parents together in friendly and sympathetic re- 
lations than a school entertainment properly conducted. 
When money obtained from a school entertainment is used 



160 GALESBURG PUBLIC SCHOOLS 

for purchasing a picture, a piano or books for the school, or 
flowers and shrubbery for the school grounds, point and sig- 
nificance are given to the enterprise. Moreover, nothing 
adds so much to the pupils' appreciation and enjoyment of 
such things as the feeling that they themselves had a part 
in securing them. School entertainments of course, like all 
good things, may be overdone, but such is not often the 
case. Time spent in teaching pupils to work together, to 
play together for that matter, with the view of accomplish- 
ing a worthy end, is generally not time misspent. If there 
were more things connected with school life to-day, in 
which the children could see the object to be accomplished 
by the work required, it would be better. 

Thanksgiving day, Decoration day, Washington's birth- 
day and Lincoln's birthday were generally ob- 
Patriot- served m the diflrerent rooms with appropriate ex- 
ercises. On Decoration day in each year several 
hundred of the school children would assemble on the 
Churchill School grounds in the afternoon, and join in the 
procession to the cemetery, under the escort of the Super- 
intendent of Schools and members of the Board of Educa- 
tion ; and there they strewed the graves of the soldiers with 
flowers. For the last few years members of the Grand 
Army of the Republic visited the different schools on the 
day before Decoration day, and talked entertainingly on 
patriotic subjects. In addition to these exercises which came 
every year, other notable historical events were celebrated 
as they occurred. 

On April 30, 1889, the one hundredth anniversary of 
the adoption of the Constitution, exercises commemorating 
the event were held in each school ; and the Board of Edu- 
cation presented each pupil with a book-mark as a souvenir, 
on one side of which was a picture of the first President, to- 
gether with the first stanza of Whittier's Centennial Hymn 
and the name of the pupil ; on the reverse side was printed 
the Preamble of the Constitution. 




FIFTH WARD 

rile Representatives of the Fifth Ward on the Board of Education 

since its First Organization in Tune, 1861. 



PERIOD OF CONTINUOUS GROWTH: 1885-1911 161 

Columbus day, October 12, 1892, the 400th anniver- 
sary of the discovery of America, was observed by each 
school. Each building was handsomely decorated with flags 
and bunting. Portraits of Columbus, Washington and other 
heroes were stenciled or drawn on the blackboards, graphic 
representations of the voyages and events in the life of 
Columbus were also placed on the boards in colors, as were 
the extent and importance of his discoveries. After suitable 
programs were given in each building, all the pupils of the 
schools assembled by rooms and buildings in the park north 
of the Court House where they were joined by the pupils of 
St. Joseph's Academy and the students of Knox and Lom- 
bard Colleges. Here the Rev. C. W. Blodgett delivered the 
address of the day. 

When the State Encampment of the G. A. R. first met 
in Galesburg, April, 1897, all the pupils of the schools were 
brought together by schools on the grounds east of the 
school buildings on South Broad street, where elevated 
seats had been provided for them by the Board of Educa- 
tion, and where they sang war songs and waved Old Glory 
as the veterans marched by. Each pupil wore a beautiful 
badge presented him by his teacher as a souvenir of the oc- 
casion. When the Encampment met in Galesburg for the 
second time in May, 1906, a similar greeting was given the 
"soldier boys," but on a more elaborate scale. A stand was 
erected on Broad street in front of the High School build- 
ing, where over a thousand pupils were formed into a living 
flag by each pupil wearing a cape and cap of the proper 
color. Each pupil was furnished with a flag, and as the 
soldiers marched by, they all waved these flags and sang the 
war songs of '61 and '65. It was the event of the encamp- 
ment, thoroughly appreciated by the veterans and greatly 
enjoyed by the pupils and the citizens, who packed the 
grounds in the immediate vicinity by the thousands. 

October 19, 1898, was LaFayette day in the schools and 
appropriate exercises commemorating his life and the serv- 



162 GALESBURG PUBLIC SCHOOLS 

ices which this man rendered America were given in the dif- 
ferent schools. A collection was taken that day in the schools 
which went towards the erection of a monument in Paris, to 
the memory of LaFayette. This was Galesburg's part in a 
national movement of that day. 

The school children were reviewed by President Harri- 
son in 1890, when he visited Galesburg to lay the corner 
stone of the Alumni Building of Knox College, and again by 
President McKinley with his Cabinet, when he was present 
at the anniversary of the Lincoln-Douglas Debate, in 1899. 

When the Liberty Bell was taken to the Louisiana Pur- 
chase Exposition at St. Louis in 1904, the train was stopped 
in the city long enough for all the school children to have 
the opportunity of passing through the car and seeing the 
Bell whose ringing announced the adoption of the Declara- 
tion of Independence by the Continental Congress, July 4, 
1776. 

In 1895 was begun the custom of remembering the poor 
of each district on Thanksgiving day. On the 
beriJig*t"he afternoon of the day before, the pupils would 
Thanks- bring provisions or money to the school where it 
giving ^g^g divided and carried by the pupils themselves 

to the different homes of want. The pupils took 
great pleasure in doing these acts of kindness. In later 
years the distribution was made by the Free Kindergarten 
Association. In this way, no doubt, a better use was made 
of what was contributed, — but what of the lesson the 
children would learn at such times if they did it all them- 
selves? 

When the Galesburg Hospital was being equipped in 

1895, the pupils were allowed by the Board of 

chiWren'8 Education to give a penny or more toward fur- 

Hospitaa. nishing a Children's Room in the hospital. This 

collection was taken annually for several years 

and it generally amounted to about fifty dollars. 



PERIOD OF CONTINUOUS GROWTH: 1885-1911 163 

In 1900 Alvin Peterson, a boy about eight years old, at- 
tending the Lincoln School, was run over by a 
Santa Fe train and both his legs were cut off a few Kbidness' 
inches from his body. He was taken to the room p^pji* 
which the school children had furnished in the 
hospital and there received every attention. In a remark- 
ably short time he was able to be taken to his home, but he 
was a helpless, and to a great extent a dependent child. A 
collection for buying him artificial limbs was taken in the 
schools. The amount received from the pupils for this pur- 
pose was $166.29. The artificial limbs cost $164.39, and the 
boy soon learned to use them with comparative ease. He 
was sent by the Board of Supervisors to the Manual Train- 
ing School at Glenwood, where he was learning the shoe- 
maker's trade when he was taken by his parents to the 
Pacific Coast. 

In the spring of 1911 Charlie Becker, a little boy in the 
primary room of the Bateman School, was run 

1 1 • 1 r 1 1 Another 

over by a street car on his way home from school Boy 
and lost one foot by the accident. His was a case 
that appealed strongly to public sympathy, and the school 
children contributed $99.47, by a collection taken in the 
schools for his benefit. 

The High School did many acts of benevolence, of which 
two will be mentioned here. In 1900 it repeated B^„p^.<,. 
one of its entertainments, which netted about $100, {h°*'Hi"h 
for the benefit of the Free Kindergarten. In the s^^ooi. 
fall of 1909 the teachers of the High School gave a play for 
the benefit of a kind and faithful janitor who had been 
rendered helpless by sickness. The net proceeds amounted 
to about $155, which was deposited in the bank to his credit. 

There were three other collections taken in the schools 
in this period; one, in 1893, for the Children's 
Building at the World's Fair, another, in 1900, for cou!!^- 
the Galveston sufferers, and the third, in 1902, for 
the McKinley Memorial Fund. All of these collections 



164 GALESBURG PUBLIC SCHOOLS 

were authorized by the Board of Education before they 
were taken. 

The first time in this period that the schools took part in 
a national exhibition of school work was in 1887, 

Exhibition ' 

of sciiooi when the National Educational Association met 

Work. 

first in Chicago. The work consisted principally 
of examination papers accompanied by printed copies of the 
questions. It was not bound in a substantial manner and, 
nothing of it remains to-day. The second exhibition was 
made at the World's Fair in Chicago, in 1893. It was much 
more complete. There were twenty-nine small neatly 
bound volumes, one for each grade in arithmetic, lan- 
guage, geography, history and penmanship. Each volume 
was made up of a printed outline of the work done in the 
grade, a group picture of those pupils whose work had been 
selected from all the subjects of that particular grade, and 
pictures of some of the school buildings. The work itself 
consisted of the best samples of the actual daily written 
exercises of the pupils done in the diflFerent topics of the 
grade during the fall and winter terms of that school year. 
Thus not only the daily work of the schoolroom but sam- 
ples of work from all parts of the grade were shown. The 
number of pupils represented in each grade was from fifty 
to sixty. 

Eleven years later, in 1904, the third exhibition was 
worit at made at the Louisiana Purchase Exposition in St. 
Exp^"*' Louis. It was much more elaborate than either of 
sition. ^.j^g other two. There were two large volumes 

each of arithmetic, language, spelling and drawing, and one 
each of geography and history. The volumes were substan- 
tially and handsomely bound. The aim was to show what 
was done by each grade in these several branches and the 
method of doing it. Every different topic of any import- 
ance in the grade was represented by the work of some pu- 
pil, which had been selected from time to time during the 
year from the regular daily work, and had been copied on 



PERIOD OF CONTINUOUS GROWTH: 1885-1911 165 

the regulation paper without correction. To give an idea 
of the maturity and every day appearance of the pupils and 
to add interest and attractiveness to the work, the picture 
of each child was placed on his paper. Of the two large 
volumes of drawings one was in black and white and the 
other in water colors. The outline for each grade and sam- 
ples of the work may be found in each of these volumes. 
Photographs, eight by ten inches, of all the school buildings 
and of every room in each building with the pupils at work, 
and graphic representations of the growth and methods of 
the schools, were mounted on cardboard, twenty-two by 
twenty-eight inches, and placed in a cabinet with swinging 
leaves. All of this work and that sent to the World's Fair 
in 1893 are preserved in the rooms of the Board of Edu- 
cation, and may be seen there any day. A large display of 
manual training work was also made at the St. Louis Expo- 
sition. In each case, before the work was sent to the Expo- 
sition it was publicly exhibited in the city and was examined 
with interest by hundreds of the citizens. Such exhibitions 
involve a great amount of extra labor, but when they are 
made only occasionally they pay for the time and work 
given them. 

9. TEXT-BOOKS. 

In November, 1885, the Sheldon Readers were adopted 
in place of the Monroe Readers. After these read- Ke^^e^rs 
ers had been in use for seventeen years, they were ^^^' 
exchanged, without any cost to the pupils, for the Progress- 
ive Readers, which were the basal readers at the end of this 
period. The Home and School First Reader was adopted 
for the first grade in July, 1898. In August, 1905, this book 
was displaced by the Taylor First Reader. At the same 
date, Williams' Choice Literature, Book I, was adopted for 
the eighth grade, the Progressive Fifth Reader being com- 
pleted in the seventh grade. 



166 GALESBURG PUBLIC SCHOOLS 

Sheldon's Word Study, a spelling book, was adopted in 
Spelling December, 1886, for all the grades above the third. 
Books. j|- displaced the Monroe Speller in grades seven 
and eight. It was from the first an unsatisfactory book and 
gradually it ceased to be used. In August, 1905, the Pro- 
gressive Speller, Part II, was adopted for the seventh and 
eighth grades. It was afterwards placed in the sixth grade. 
Much attention was given to spelling in all the grades, and 
the method by which it was taught may be seen by referring 
to the subject of spelling in the course of study already 
treated. 

In August, 1887, Barnes' History of the United States 
HI ri ^^^ introduced in place of Quackenbos. In 1895, 
this history was displaced by Montgomery's Lead- 
ing Facts in American History, which is the text-book on 
history to-day. 

Housel's Music Readers were adopted for the grades 
Music above the first in July, 1888. These books con- 

Books, tinued in use until August, 1901, when the Normal 
Music Course was adopted. The Modern Music Series was 
substituted for the Normal Music Course in August, 1905. 

Prang's System of Drawing, Shorter Course, was 
Drawing adoptcd iu Junc, 1891, and was displaced by 
Books. Prang's Text-Books of Art Education in August, 
1905. These books were used for five years, when the Ap- 
plied Arts Series was adopted in June, 1910. 

Smith's Primer of Physiology was adopted in August, 
piiysioio- 1892, for the primary grades, and No. Ill of the 
gies. Union Series of Physiologies, in February, 1894, 

for the eighth grade. A Primer of Health, and Healthy 
Body, by Stowell, and How We Live, by Blaisdell, were 
adopted in 1898, when the law making the teaching of phys- 
iology compulsory went into efifect. In January, 1908, these 
books were displaced by the Coleman Series of Physiologies. 



PERIOD OF CONTINUOUS GROWTH: 1885-1911 167 

The Sheldon's Advanced Language Lessons was adopted 
in August, 1895, to take the place of the Swinton Language 
Grammar. This book continued in use until June, K»«kB, 
1911, when Rowe and Peterson's Grammar was adopted in 
its place. Swinton's New Language Lessons, which was in 
the schools in 1885, still continues to be the text-book for 
the sixth and seventh grades. 

The Fish Arithmetics were exchanged, without cost to 
the pupils, for the New Franklin Arithmetics in ^^j^^. 
November, 1895. A change was made to the Hall me"<"s. 
Arithmetics, the books now in use, in 1901. Milne's Ele- 
ments of Algebra was adopted for the eighth grade in De- 
cember, 1896. After it had been used for four years, the 
subject of algebra, except as it is treated in the Hall Arith- 
metics, was dropped from the grades. 

After the Harper Geographies had been used in the 
schools for nineteen years, the Morton Geogra- ^j^^ ^ 
phies. the present books, were adopted in 1901. p**'^*- 

The Sheldon Vertical Writing Books were adopted in 
August, 1896 ; the Medial Writing Books, in 1907 ; ^^^^^ 
and the Economy System of Penmanship, in June, ^ooks. 
1911. 

A significant rule in regard to the change of text-books 
may be found in the records. At the September 
meeting in 1888 the Board adopted a resolution, q^^"^'* *" 
which was introduced by Director F. S. Bartlett, ^^^^^ ^ 
requiring that no change be made in the text- b^^^**' 
books unless the matter was brought before the 
Board at a regular meeting and laid over for thirty days. 

There was no end to the number of ingenious devices, 
such as charts and various kinds of apparatus for srhooi 
teaching the different subjects, which were offered ratus. 
for sale to the Board of Education by the special agent, but 
not many of such were bought. The Board confined itself 
mainly to the purchasing of maps and globes, dictionaries 
and cyclopaedias, with which every school should be sup- 



168 GALESBURG PUBLIC SCHOOLS 

plied. However valuable special devices may be made to 
appear by the agent, they are as a rule short-lived and are 
soon relegated to the basement or garret by the regular 
teacher. 

The following were the principal supplies furnished each 
building, the object of naming them here being to give an 
idea not only of what was furnished, but how long such arti- 
cles will last when properly cared for. Twice in this period 
have the schools been supplied with wall maps ; first in 
1888, and second in 1909, when the Johnson Imperial 
Maps, the largest and best maps made, were purchased. In 
1890 a set of Colonel Parker's relief maps was bought for 
the Churchill School. Four years later the other schools 
were provided with the relief maps made by the Central 
School Supply Co. In 1905 each building was supplied with 
an 18-inch pendant globe. 

In 1893 Webster's Unabridged Dictionary was placed in 
each building, and a copy of Webster's High School Diction- 
ary, on the desk of each teacher. 

In the same year a set of Persons and Places, and Com- 
mon Things was furnished each room where geography or 
history was taught. A set of International Cyclopaedias 
was purchased for each school in 1894, and, in 1908, a set of 
Young Folks' Cyclopaedias, which took the place of Persons 
and Places, and Common Things, the latter being then worn 
out. A set of Ellis' United States History was bought in 
1900 for each building where history was taught. 

In 1886 Yaggy's Anatomical Chart was purchased for 
each building, for the purpose of aiding in the teaching of 
physiology; and, in 1894, a set of weights and measures for 
each building. A scientific cabinet was bought in 1898 to 
aid in the teaching of nature study and geography, and in 
1903 the different schools were supplied with Mountjoy's 
Nature Chart. 

From the first, pens were furnished the pupils, and after 
1886 penholders and drawing pencils were bought by the 



PERIOD OF CONTINUOUS GROWTH: 1885-1911 169 

Board. Kindergarten supplies, drawing paper for practice, 
and material for exercises in industrial work, were also 
furnished the pupils. The first supplementary readers to be 
bought by the Board of Education were purchased in De- 
cember, 1886. 

10. ADMINISTRATIVE MEASURES. 

The rule of the Board requiring all pupils to be vacci- 
nated before being admitted to school was a y^cci- 
source of frequent protests from parents who °a"«n- 
thought it was unnecessary. However, it continued to be 
enforced until the courts held that the enforcement of such 
a rule was not lawful, unless it could be shown that the pu- 
pils were in danger of contracting smallpox. Under this 
ruling of the courts, the Board of Health called for the en- 
forcement of the rule in certain schools in 1902, 1904, 1905 
and 1906. Some parents refused to acquiesce even under 
these conditions. This was particularly true in December, 
1902. when Dr. Wm. O'R. Bradley was mayor. He called 
for the vaccination of the pupils in the High School, Church- 
ill, Central and Cooke schools. The Board of Education 
supported him unanimously in his action. The question 
was thrashed out again in December, 1906, with the same 
results, when the Board of Health ordered the vaccination 
of the pupils in the Weston, Douglas and Cooke schools. 
At that time the doctors of two different schools of medi- 
cine joined with some patrons of the schools in the protest. 

It was necessary at different times during this period, 
when some of the schoolrooms became over- „aif-Day 
crowded, to resort to half-day sessions. By trans- sessions, 
ferring pupils, it was always arranged so that these half-day 
sessions occurred only in the primary rooms of the building 
and generally only in the spring term of the year. There 
were such sessions in the Weston School in 1890; in the 
Hitchcock, Lincoln and Weston schools, in 1900; and again, 
in 1904, in the Lincoln and Weston schools. There may 



17« GALESBURG PUBLIC SCHOOLS 

have been a few other such instances, but the records do not 
make mention of them. 

The flag offered by the Youth's Companion in 1889, as a 
premium to each of the forty-two states for the 

Flags 

for the best cssay upon "The Influence of the United 
States Flag When Floated Over a Public School 
Building," was won for the state of Illinois by Miss Lizzie 
Hazzard, a member of the Galesburg High School. This 
was the first flag to float over a school building in the city. 
Within three years from that time, flag staffs were placed on 
all the school buildings and a flag was provided for each. 
Director G. A. Murdoch presented the Lincoln School with 
its flag, and Mrs. Henry Hitchcock, in memory of her hus- 
band, for whom the school was named, gave the Hitchcock 
School a beautiful flag. The other flags were provided by 
the Board of Education. 

The records of this period contain but two instances 
Parents when parents appeared before the Board to com- 
compiain. plain of the administration of the schools, and in 
each case it was for suspension of pupils, made by the Su- 
perintendent. In each of the cases the action of the Super- 
intendent was approved and the reinstatement of the pupils 
left to his discretion. 

From 1889 to 1903 spasmodic efforts were made to en- 
Traant forcc the compulsory educational law through the 
Officer. police department. The co-operation of the police 
force was most cordial. In September, 1903, the Board 
voted to employ a truant officer for half time, and arrange- 
ments were made with Mayor Shumway to detail a regular 
policeman whose sole duty for half his time was to act as 
truant officer, the Board of Education paying his salary for 
the time served. This arrangement proved quite satisfac- 
tory and it was continued for six years. The policeman de- 
tailed for the service was always a man who showed tact 
and sympathy with the boys. One reason for employing a 
member of the police force as a truant officer was that many 



PERIOD OF CONTINUOUS GROWTH: 1885-1911 171 

of the truants had a police record. The report of the officer 
for the first year showed that this was true in twenty per 
cent of the cases. 

The Visiting Nurse Association, an organization of the 
women's clubs of the city, found in its work the g<.hooi 
need of a school nurse. In order to demonstrate Nurse, 
the value of such an official, the Association made a propo- 
sition to the Board of Education in June, 1909, that the As- 
sociation would pay half the salary of a school nurse for 
one year, if the Board would pay the other half. Granting 
that such an officer was desirable, two questions were nat- 
urally raised by the Board; the first a legal one — had it the 
right to use public funds for such a purpose, the school law 
being silent on the subject; and second, would it be justified 
in making this additional cost to the expense of the schools? 
Both of these questions could be answered if the school 
nurse could do the work of the truant officer. It was finally 
agreed by all parties interested that this could be done, and, 
on motion of Director R. O. Ahlenius, at the December 
meeting in 1909, it was voted to employ Miss Hoge as tru- 
ant officer. Since that date the work of both offices has 
been performed with satisfaction by the same officer. Leav- 
ing out of consideration the protection a school nurse af- 
fords and considering her work solely from a humane point 
of view, there can be no question of the value and desira- 
bility of having such work done as has been performed by 
the school nurse. In perfecting the arrangement by which 
the school nurse was secured and finally made a part of the 
school organization in Galesburg, Mrs. H. W. Read, a mem- 
ber of the Board and an officer in the Visiting Nurse Asso- 
ciation, was especially helpful. 

Appropriate resolutions of respect and sympathy were 
adopted by the Board of Education on the death of 

Besolu- 

the following: Mr. John Moburg, janitor of the tions of 
High School building, in January, 1888; M. D. and sym- 
Cooke, Esq., member of the Board of Education, 



172 GALESBURG PUBLIC SCHOOLS 

at a special meeting in May, 1889; Mrs. W. L. Steele, wife 
of the Superintendent of Schools, in May, 1893; Professor 
George Churchill, at a special meeting in September, 1899; 
Mr. John B. Slater and Mr. Frank G. Stromsted, the two 
men killed by the burning of the High School, in April, 
1904; Miss M. Evelyn Strong, a former member of the 
Board of Education, at a special meeting in October, 1903; 
Mr. J. W. Hammond, a member of the Board of Education, 
in September, 1904; Mr. Gust Stromgren, for seventeen 
years janitor of the Churchill School, in February, 1905 ; 
and Miss Anna M. Sisson, a teacher of the High School, in 
August, 1910. As an added mark of respect to the memory 
of Mr. Cooke, Professor Churchill, Miss Strong and Mr. 
Hammond, the public schools of the city were closed by the 
order of the Board on the afternoon of the funeral. When 
Dr. Newton Bateman, President Emeritus of Knox College 
and former State Superintendent of Public Instruction, died 
in October, 1897, all the public schools of the city were 
closed on the afternoon of the day of his funeral without 
formal action of the Board. In like manner, when Mr. G. 
A. Murdoch, a former member of the Board from the Third 
Ward, died in March, 1899, the Hitchcock School and the 
High School were closed on the afternoon of the day of his 
funeral. The High School faculty and the students attended 
the services in a body, occupying the entire balcony of the 
Presbyterian Church. 

There were three issues of bonds in this period. The 
Bond ^^^^ issue was for $25,000 in 1887, for a new High 

Issues. School building. There were 567 votes cast in 
favor of the bonds to 141 against. The second issue was 
for $16,000 in 1889, for building the Lincoln School. There 
were 146 votes for, to 12 against issuing these bonds. The 
third issue was for $100,000 in 1904, for the erection of the 
present High School building. The number of votes cast in 
favor of issuing these bonds was 1,198 and there were 168 
against issuing them. The charter of the schools provides 



PERIOD OF CONTINUOUS GROWTH: 1885-1911 173 

two methods of issuing bonds after they have been author- 
ized by a vote of the people, — one by the City Council and 
the other by the Board of Education. The first two issues 
were made by the City Council. When the interest and 
principal of these bonds became due, the Board found that it 
had to provide the money, and so, when the High School 
bonds were voted, it decided to issue its own bonds, the ad- 
vantage being that the Board would then have a voice in 
selling them and fixing the dates of payment. The last 
$10,000 of the first two issues was paid in June, 1897. In the 
$100,000 issue of 1904, it was stipulated that, beginning with 
1907, ten bonds, or $10,000, would be paid on the first day of 
September of each and every year thereafter until all the 
bonds were paid. In the tax levy of 1910 the fifth payment 
was provided for, which left at the end of this period 
$50,000 yet to be raised. 

The three lots on which the Lincoln School stands were 
purchased of the Peck estate in 1889, for $2,050. 
The Tacobi property on Broad street, the site of cha»ed 

. . . and Said. 

the Central School building, was bought in 1895, 
for $5,000; the Allen propery on Mulberry street, joining 
the original Weston School grounds on the east, in 1898, 
for $1,600; the Hunt property on Cedar street, joining the 
Churchill School grounds on the south, in 1898, for $4,000; 
the Strong lot on Tompkins street, joining the High School 
grounds on the west, in 1904, for $5,500; a strip of land 71 
by 52^ feet, lying between the High School and the heat- 
ing plant, the site of the Manual Training addition, in 1910, 
for $1,300; and three lots on the northwest corner of Farn- 
ham and Summit streets, for the Farnham School, in 1910, 
for $2,300. 

In February, 1891, a fraction of a lot three by nine rods, 
on the southwest corner of Main and Pine streets, to which 
the Board had title by virtue of long possession, was sold to 
J. W. Hammond for $300. By this sale the Board parted with 



174 GALESBURG PUBLIC SCHOOLS 

the last piece of land it had inherited from the union of the 
old independent school districts in 1858. 

By the rules of the Board of Education, it is one of the 
Reports dutics of the Superintendent of Schools to make 
Printed. annually a report of the condition of the schools 
to the Board. This report was usually made at the June 
meeting. Some of these reports were printed by the Board 
in pamphlet form for distribution. In this period six reports 
were printed in pamphlet form. They appeared in the fol- 
lowing years: 1888, 1890, 1894, 1898, 1903 and 1907. Pre- 
vious to this period there were four other reports printed : 
in 1862, 1863, 1865 and 1880. Of these reports there is pre- 
served in the Public Library one copy of the 1863 report 
and in the office of the Superintendent, one copy of the 
1880 report. 

The opening exercises in the schools were as a rule of a 
Reading rcligious character adapted to the grade of the pu- 
in*!^"'^*' P^^^' ^'■'^ their religious nature was not compulsory. 
Si-hoois. j^ petition numerously signed asking that a rule be 
adopted requiring the reading of the Bible without note or 
comment in all the rooms of the public schools of the city 
at the morning exercises, was presented to the Board of Ed- 
ucation at its regular meeting in June, 1891. This petition 
was a part of the A. P. A. movement of that time. It was 
received and placed on file. On motion of Director G. A. 
Murdoch the following resolution was adopted without a 
dissenting vote : 

"That we as a Board approve of the reading of the Bible in 
the public schools, yet we do not think it would be wise or practi- 
cable to pass an arbitrary rule on the subject; therefore, Resolved, 
That we leave the question as it has been in the past, in the hands 
of the Superintendent." 

It was a custom dating from the organization of the 
Beautify- schools, for the Board to plant trees on and around 
^hool* ^'^^ school grounds ; but the beautifying of them 
Grounds, -vvith fllowcrs and shrubbery was first begun in the 



PERIOD OF CONTINUOUS GROWTH: 1885-1911 175 

spring of 1901. It was not long before all the schools 
had their shrubbery and beds of flowers. The money 
was earned and the work done by the pupils and teach- 
ers, which was a much better way than it would have 
been had the Board furnished the money and the janitors 
done the work. In this way the children learned some val- 
uable lessons which they would never forget and which they 
doubtless applied at their homes. There is little danger of 
over-emphasizing and encouraging this kind of ornamenta- 
tion. 

The law abolishing the public drinking cup was passed 
by the legislature in the spring of 1911, but foun- 
tains were ordered placed in all the school build- ^l^'^ilg 
ings of Galesburg, on motion of Director R. O. 
Ahlenius, at the December meeting of the Board in 1909. 
They were installed in the different buildings before the 
opening of schools in September, 1910. The fountains 
used were devised by J. A. Anderson, janitor of the Bate- 
man School, and they possessed points of superiority over 
any then on the market. 

Non-resident pupils always paid tuition. The rate was 
fifty cents a week in all departments until Tuly, 

ir>Aa 1 • i • r T^- -X Tuition. 

1908, when it was made, on motion of Director R. 
O. Ahlenius, seventy-five cents per week in the High 
School. The income to the district from this source was in- 
significant until within recent years. There were several 
reasons for this. Previous to 1887 the city treasurer, who 
is ex-oflficio treasurer of the Board of Education, collected 
the tuition. His official duties did not bring him into close 
contact with the schools. There were no records of the pu- 
pils kept in his office. It was not strange under such cir- 
cumstances that he collected little or nothing. In 1887 the 
Board placed the collection of tuition in the hands of the 
Superintendent. The first year he collected $60; the second, 
$61, and the third, $134. It was not until 1901 that as much 
as $500 was received in one year. After that date it in- 



176 GALESBURG PUBLIC SCHOOLS 

creased rapidly, and in 1910-11 the tuition collected 
amounted to $2,426. Practically all the tuition comes from 
the High School, and the growth of that institution ac- 
counts largely for the increase in the amount collected. It 
is a matter, however, that someone must watch closely, for 
there are persons who regard tuition in the same way that 
they do taxes — as something to be avoided if possible ; and 
there are some cases where it is really difficult to determine 
whether or not tuition is due. 

For the first thirty-six years the Board of Education held 

its meetings in the City Council room, though 

Education there were times in this period when it met in 

Booms. 

the office of the Superintendent of Schools, which 
was in the Churchill School. At the meeting in August of 
1897 it was voted, on motion of Director J. W. Hammond, 
to lease the rooms over the First National Bank on the 
northeast corner of Main and Cherry streets as a place of 
meeting for the Board and for the office of the Superintend- 
ent of Schools. When the bank building was remodeled in 
1901, the Board returned to the City Council room and the 
Superintendent to his old office in the Churchill building. 
When the present building of the Galesburg Public Library 
was * in the process of construction in 1901, the Library 
Board asked the Board of Education to occupy one-fourth 
of the first floor and offered to divide it into such rooms as 
would be desirable. This generous offer was accepted with 
appreciation, and the present ideal quarters were first oc- 
cupied by the Board of Education and the Superintendent 
of Schools in the latter part of December, 1901. It is an ad- 
vantage as well as a convenience in school administration 
for a Board of Education to have a local habitation as well 
as a name. It is a serious mistake in a system of schools to 
have the office of the superintendent of schools in any one of 
the school buildings. 



PERIOD OF CONTINUOUS GROWTH: 1885-1911 177 

Whenever opportunity offered, the schools took great 
pleasure in contributing their share to the public 
PubUo good. The moving of the Public Library by the 

High School pupils in May, 1902, from East Main 
street to the new library building on the southeast corner 
of Broad and Simmons streets, a distance of about four 
blocks, was an example of this. The mere moving of so 
many books was no slight task but the value of the service 
rendered consisted in transferring them without disarrang- 
ing their order. This they succeeded in doing. 

Under the direction of Miss Anna Hoover, the librarian, 
and her assistants, and of the High School teachers, the 
pupils marched single file from the old library rooms to the 
new library building, carrying the books in their arms. As 
each pupil passed in to get a supply of books he was given a 
number, and the order in which the books were to be depos- 
ited on the shelves of the new library was determined by 
this number. Every time a pupil made a trip he was given 
a different number. The library corps had planned where 
each shelf of books in the old rooms was to be placed in the 
new. 

The carrying began on the morning of May 22, 1902, and 
continued until noon. It was resumed on the afternoon of 
the next day when it was completed. Five teachers assisted 
at the old library and five at the new, while seven teachers 
stationed themselves along the streets, keeping the lines 
moving and in order. In this way fifteen thousand, one 
hundred and fifty-two books were moved by three hundred 
and seventy-one pupils, two thousand and seventy-five trips 
being made. The highest number of trips made by any pu- 
pil was eleven and the greatest number of books carried by 
anyone was one hundred and thirty-four. 

The work was entirely voluntary on the part of the pu- 
pils, and three hundred and seventy-one of those enrolled 
that month took part. Boys and girls enjoy doing things, 
even where hard work is involved. All they need is a 



178 GALESBURG PUBLIC SCHOOLS 

chance, a little encouragement and direction. It is question- 
able if modern education with all its manifest improvements 
has yet contributed to the development of the child anything 
to compensate for what modern civilization has deprived 
him of, — the opportunity of assisting his parents in their 
work. 

The close relation which the Children's Reading Room 
in the Public Library sustains to the schools is no 

The Chll- •' 

dren'9 Li- doubt duc to the fact that the Board of Education 

brary and 

Reading has its officcs in the Library building. The Li- 
brary Board and the Board of Education, when 
they came together in the same building, soon found that 
they were related — members of the same body, one neces- 
sary to the other. For the library to fulfill its mission, each 
generation must form the habit of reading books; and for 
the school to fulfill its mission, it must not only teach each 
generation how to read, but instill in it the love of reading. 
In the school the child acquires the ability to read and in 
the library he forms the habit of reading. The library is 
thus the complement of the school. 

The architect of the Library building made a significant 

suggestion by marking the room across the hall 

^^.T.,***®. from the offices of the Board of Education, 

Children s 

Library "Children's Room." This room stood vacant for 

Came to 

gani^^ months and the question one asked on entering the 
building was, "What is that room for?" At that 
time the Public Library had had no experience with a read- 
ing room for children. It is true it had provided books suit- 
able for children to read, but it never had furnished a sep- 
arate room for the children. Now it had the room as well 
as the books, but it did not have the funds for supplying the 
additional librarian required. This condition was met in 
the following manner. A special meeting of the Board of 
Education was called in September, 1902, by Directors Mer- 
rill and Stone, to consider the following proposition from 
the Library Board : 



PERIOD OF CONTINUOUS GROWTH: 1885-1911 179 

"It is agreed between the Board of Directors of the Gales- 
burg Public Library and the Board of Education of the City of 
Galesburg, that, in establishing a Children's Room in the Library, 
the Board of Education will provide a librarian satisfactory to the 
Library Board and subject to its rules and regulations and to pay 
toward any incidental expenses of that department a sum not ex- 
ceeding five dollars per month. In consideration of this service the 
Board of Directors of the Library agree to remit the payment of 
any further rent for the rooms occupied by the Board of Education 
while this agreement continues." 

Signed E. R. Drake, 

W. E. SiMONDS, 

F. H. SissoN, 
Committee on Children's Room. 

The proposition was, on motion of Director Stone, unan- 
imously adopted. On motion of Director Mrs. Thompson, 
the Superintendent was instructed to see that the services 
specified by the Library Board were performed and was 
authorized to transfer Miss Harriet Stone to this branch of 
work. 

In 1911 there were some four thousand volumes in the 
Children's Library, and the number of books use Made 
drawn by the pupils exceeded thirty-seven thou- ubrary. 
sand a year. The room was kept open all days and hours 
when the schools were closed, and the children flocked to it 
and used it with the feeling that it was a part of the public 
schools. This feeling on the part of the school children 
may, to a large extent, be accounted for by the fact that the 
Librarian was always chosen from the corps of teachers. 
Useful as this department has been, there is nothing con- 
nected with the schools capable of greater development. 

11. SALARIES. 

When W. L. Steele was appointed Superintendent of 
Schools in 1885, his salary was made $1,500; in 
1886, it was increased to $1,700; in 1888, to $1,800; o^'^he 

Superin- 

in 1890, to $2,000; in 1901, to $2,200; in 1903, to tendentof 
$2,500; in 1907, to $2,700; and in 1910, to $3,000. 



180 GALESBURG PUBLIC SCHOOLS 

In 1885, the salary of the Principal of the High School, 
Salaries ^^^ ^^^ Mrs. Mary E. Gettemy, was $800; in 
sch^f" 1888, it was made $900; in 1890, $1,000. In 1895, 
Teacher*. ;^j. Frank D. Thomson was made Principal, at a 
salary of $1,400; in 1897, it was advanced to $1,500; in 1899, 
to $1,600; in 1901, to $1,700; in 1902, to $1,800; in 1903, to 
$2,000; in 1906, to $2,300; and in 1909, to $2,500. In 1909, 
when Mr. Thomson resigned, Mr. A. W. Willis, who was at 
that time a teacher of Mathematics in the school at a salary 
of $900, was appointed Principal at a salary of $1,500; and 
it was increased the next year to $1,800. There was no 
fixed schedule of salaries for assistants in the High School 
during this period. The minimum salary of lady teachers 
was $60 per month. Their salaries ranged from that amount 
to $100 per month, the prevailing salary being, however, 
$80 per month. The minimum salary for men was $75 per 
month. When they remained for several years, their sal- 
aries went up to $111.11, $122.22, $133.33 and in one in- 
stance to $200 per month. 

In 1885, the minimum salary of the grade teachers was 
Salaries $40 per month. It increased $5 per month for two 

of Grade , . . J f 

Teachers, years whcrc it remained unchanged until the end 
of the tenth year of service, when it was made $55 per 
month, which was the maximum. There was no change in 
this schedule of salaries until 1903, when an increase of five 
per cent was made to the salaries of all teachers who had 
been in the schools three years or more. The maximum 
salary was made $57.50 per month at that time. 

In June, 1906, the grade teachers presented to the Board 
Petitions ^ petition asking that their salaries be increased 
c?ea^'of twenty per cent. This petition was received and 
Salaries. referred to the Teachers' Committee, but no action 
was taken by the Board that year. In June, 1907, an in- 
crease of $5 per month was made to the salaries of all teach- 
ers who had taught in the schools three years or more, and 
a schedule of salaries which provided for a thirteen per cent 



Schedule 
of Salaries 
for Grade 
Teachers. 



PERIOD OF CONTINUOUS GROWTH: 1885-1911 181 

increase was adopted, the maximum salary being made $65 
per month. In June, 1910, the teachers presented to the 
Board their second petition asking for an increase of sal- 
aries. At that date all grade teachers were given an ad- 
vance of $5 per month, and the maximum salary was made 
$70 per month. The schedule of salaries adopted then on 
the recommendation of the Teachers' Committee was as 
follows : 

1st. Graduates from the city training school, with no 
previous teaching experience, shall receive $40 
per month ; where the graduates have had one or 
more years of successful teaching, they shall re- 
ceive $45 per month. 

2nd. Graduates from a university or college with one or 
more years of successful teaching, or from a state normal 
school, shall receive $50 per month. 

3rd. After the first year the salary will be advanced an- 
nually $5 per month until the teacher reaches $60 per 
month, provided at the close of the second year she files 
with the Board a first grade certificate. 

4th. The salary will be advanced annually from $60 per 
month, at the rate of $2.50 per month, until it reaches the 
maximum, $70. A teacher to receive the benefit of this in- 
crease must first file with the Board a certificate that she 
has attended regularly and successfully completed one or 
more summer courses in some recognized university, college 
or state normal school. 

5th. After a teacher has reached the maximum salary 
the Board will expect her to file, at least once in five years, a 
certificate that she has attended regularly and successfully 
completed one or more summer courses in some recognized 
university, college or state normal school. 

6th. No salary now paid to any teacher shall be dimin- 
ished by any provision of this schedule. 

Adopted by the Board of Education, June 22, 1910. 



182 GALESBURG PUBLIC SCHOOLS 

The reason it is so difficult for grade teachers to obtain 
an increase of salary is that any increase at all 
ulofffl^ujt amounts in the aggregate to so much. Over 
crease Sal- Seventy per cent of the tax levy for operating ex- 
Grade**^ pcnscs is for teachers' salaries and the grade teach- 
Teachers. gj-g^ qj^ account of their numbers, receive the larger 
part of this amount. 

In 1885 the janitors of the four four-room buildings were 
Janitors' P^^^ ^^^ P^^ month ; the one for the six-room 
Salaries. building, $35 ; and the one for the High School, a 
twelve-room building, $50. At that time the janitors were 
employed for only nine months of the year. In 1890 the 
salaries of all the janitors were increased $5 a month. After 
that date it is difficult to determine how much of the ad- 
vance in the salaries was properly an increase, for all the 
buildings, excepting the Cooke, were enlarged one after an- 
other, and the service required was not the same in any two 
of them. If the amount paid the janitor of the Cooke School 
be taken as a standard of the increase, then it could be de- 
termined; for the janitor of that building received $25 per 
month in 1885 ; $32.50, in 1899 ; $40, in 1902 ; and $42.50, in 
1908. 

The engineer of the heating plant began in 1905 with a 
salary of $70 a month, for a year of twelve months ; 
ofth^ in 1906 it was advanced to $80; in 1907, to $90 and 
"^"^"•'*'- in 1909, to $100. 

It was difficult for the wages paid to secure and keep the 
best men as janitors when they were given em- 

Janitors ... i • i t-> 

Make the ploymcnt for only nine months in the year, tor 
this reason the Board decided, in 1907, to have the 
repair work, such as kalsomining, painting, etc., done by the 
janitors and thus furnish them employment for eleven or 
twelve months of the year. This arrangement proved to be 
a satisfactory adjustment of the question of janitors' sal- 
aries, and the quality of the repair work did not suffer in the 
least while the amount of it was greatly increased and the 



PERIOD OF CONTINUOUS GROWTH: 1885-1911 183 

buildings were thus made more sanitary and attractive. 
During the summer vacations all the woodwork, windows, 
desks and inkwells were as thoroughly cleaned as water 
and cleansing material could make them. The walls and 
ceilings of the rooms and halls, when they were not kal- 
somined, were carefully brushed and the basements were 
whitewashed. In addition to this, it was the custom in later 
years to have the Board of Health fumigate all the buildings 
the week before the schools opened in September. 

To Gust A. Stromgren, who was janitor of the Churchill 
School for seventeen years, belongs the credit of 
instituting the custom of thoroughly renovating raithfui 
the school buildings in the summer vacation. For 
many years he was the only janitor employed the year 
round, and all the buildings and grounds were placed in his 
charge during the long vacation. The condition in which he 
found some of the buildings distressed him greatly, for his 
own was always a model of neatness and cleanliness. His 
idea was that, if the buildings were turned over neat and 
clean to the janitors at the opening of schools in Septem- 
ber, they would certainly try to keep them so during the 
year. The Board agreed with him and gave him the help 
he needed to do the work in August. Where it was pos- 
sible he secured as his help the janitors who were to have 
charge of the buildings during the school year. Thus he 
practically conducted for a month each year a normal school 
for janitors. This was the origin of our clean school build- 
ings. He showed his superior intelligence in many ways; 
for example, the noiseless eraser now used in the schools 
was devised by him, years before there were any such 
erasers on the market. There are reasons for believing that 
the idea of a noiseless eraser originated with him. He was 
thoroughly devoted to his work. The steam pipes never 
froze in his building, though it required him many a time to 
remain all night with his heating plant. There was never 



184 GALESBURG PUBLIC SCHOOLS 

a person employed by the Board of Education who did his 
work better than Mr. Stromgren. 

12. THE HIGH SCHOOL AND DEVELOPMENT OF ITS ACTIVITIES. 

During this period the changes in the High School were 
^j ^ more and greater than those in the grades. This 

School would naturally be the case, for within this time 

Changes ^ 

tts , the present function of the High School as an in- 

Fonction. . . ° 

stitution was largely developed. In 1885 the High 
School was doing the work of the old academy — preparing 
the few for college — and its very existence was at times 
threatened. That the High School should give instruction 
suitable to the many who were to enter the varied indus- 
tries, as well as to the few who were to enter the professions, 
was not thought of at that time. The Galesburg High 
School was among the first to recognize its duty to the 
many as well as to the few, to broaden its scope of work 
and to adjust its organization so that the most could be 
made of the greater opportunities. There are many evi- 
dences that the school met with the approval of the public 
during this period, one of which was the increased attend- 
ance. The first year the total enrollment was 117, and the 
last year, 767, or an increase of five hundred and fifty-five 
per cent. The grades during the same period increased 
sixty-two per cent, and the population of the city about the 
same. 

In 1888 an English course was added to the curriculum. 
^ ,, ^ Previous to that date there had been but one 

English 

Course In- coursc, the Latm. The Latm course was desisfned 

troduced. r i . 

for those who were preparing for college and the 
English course for those who expected to complete their 
education in the High School. The subjects which were 
substituted at that time in the place of Latin were physi- 
ology, bookkeeping, English history, constitution of the 
United States, chemistry, history of literature and political 
economy. At that time the work of instruction was first 




SIXTH WARD 

The Representatives of the Sixth Ward on the Board of Education 

since its l-"irst Organization in June, 1861. 



PERIOD OF CONTINUOUS GROWTH: 1885-1911 185 

divided into departments : Latin, mathematics, English and 
science. 

In 1895 the curriculum was again revised and divided 
into three courses ; the Latin, for those who were second 

. Bevisioa 

preparing for college ; the commercial, for those of the 
who desired to prepare themselves for business ; lum. 
and the scientific, for those who intended to enter no higher 
institution of learning but who wanted a broader education 
than the grades gave. In this revision the time given to 
many of the subjects that had been in the two courses was 
lengthened. This was especially true of the departments of 
science and English, The following subjects were also 
added : stenography, type-writing, commercial arithmetic, 
commercial law and mechanical drawing. All the subjects 
were made elective at that date. The department of public 
speaking was created in 1895. 

In 1903 a fourth year was added to the Latin, or col- 
lege course. At the same time the following ^ Fourth 
subjects were introduced: commercial geog- XddU. 
raphy, advanced algebra, solid geometry, business 
English and United States history. 

When manual training was begun in the Galesburg 
High School in 1887, the subject was being gen- j,an„ai 
erally discussed at educational meetings and in J^^^^^^ 
the educational press, but no public high school daced. 
in the state had introduced it into its curriculum. It is true 
that previous to that date in a few cities, Galesburg among 
them, some forms of hand work had been encouraged in the 
grades — much of it being done at home. The introduction 
of manual training in the Galesburg High School could 
not have have been more modest; no public meetings were 
held ; the Board of Education was not asked for any appro- 
priation; it was not even consulted in the matter. An old 
carpenter bench was found in the basement of the Churchill, 
then called the High School, building, and the boys brought 
in some tools from home and some were purchased with 



186 GALESBURG PUBLIC SCHOOLS 

money contributed. Mr. Earle W. Stilson, a former pupil of 
the school, who had been attending the Chicago Manual 
Training School founded by the Commercial Club of that 
city, was at home for a time and generously gave his serv- 
ices as an instructor for an hour or two a day for a month or 
more. When he left the city, Mr. G. H. Bridge, then teacher 
of penmanship, who had become interested in the work he 
saw the boys doing, volunteered to take the place of Mr. 
Stilson, the work being all done after school hours. Mem- 
bers of the Board of Education, hearing of what the boys 
were doing in the basement, visited them and became inter- 
ested also. So well pleased were they at the end of the year 
with the work the boys had done under such unfavorable 
conditions, that they changed the plans of the High School 
building, then in process of erection, and made provision for 
a shop on the third floor, equipping it with benches and tools 
sufficient to permit ten boys to work at a time; they also 
employed a teacher for the next year. It was largely due to 
the active interest of Director N. C. Woods that this pro- 
vision was made for manual training. The work in this de- 
partment was, from the first, entirely voluntary on the part 
of the pupils; previous to 1895 it was done after school 
hours and on Saturdays. No credit was given on the rec- 
ords at that time for the work of this department. There 
was certainly as much interest displayed by the boys under 
those conditions as there was in later years when the work 
was done during school hours and credit was given for it. 

When the department was thoroughly organized in 1890, 
_ . ^ the work of the first year consisted of exercises in 

Work of . . . 

the De- plaumg, sawing, chiseling, boring and turning; in 
the second year, in joinery and turning; and in the 
third year, in turning, pattern-making and carving. The 
number of exercises or problems in each year was twenty- 
five to thirty, and they were worked out with pieces of lum- 
ber twelve inches long, which the Board supplied. After the 
exercises of each year were completed, the principles mas- 



PERIOD OF CONTINUOUS GROWTH: 1885-1911 187 

tered and the skill acquired were applied in making some 
useful article of furniture, the boy purchasing the material 
and keeping the article made. Such articles were made as 
hat-racks, book-cases, writing desks, tables, sideboards, etc. 
An interesting fact in the development of manual train- 
ing is that at one time it was not considered by the 

° ■' The Fin- 

schoolmen good pedagogy to have the boys make ished 

finished products; it being claimed that the object 
of the work was to make boys — not furniture. Applause 
generally greeted such a remark when delivered before a 
meeting of teachers. The Galesburg High School contin- 
ued, however, to make the finished products, convinced as it 
was, that it was the finished product that gave the interest 
to the subject and stimulated the boys through all their 
work. The most valued piece of furniture in many of the 
homes of Galesburg is the one made by the son while in 
school, valued because the parents feel that it helped to 
make their boy. The hat-rack that has done service for 
years in the office of the Superintendent of Schools is a good 
illustration of this point. An exhibition of this work was 
held annually at the close of the year when hundreds of cit- 
izens examined it with interest and gave it their heartiest 
approval. This did much to make the work a success. To- 
day the finished product is considered as essential to man- 
ual training as is Hamlet, to the play of Hamlet. 

For the first two years no machinery whatever was used 
in the work. In 1889 a foot-power lathe and a j.quip- 
hand-power saw were purchased. A circular saw ?op°*the*" 
run by an electric motor was added the next year. ^''■*- 
Mechanical drawing was made a part of the work in 1895. 
When the addition was built to the High School in 1896, a 
large and well-lighted room was provided for the depart- 
ment in the basement ; and at that time it was transferred 
from the third floor to the basement. Six lathes for wood 
were purchased in that year. Two years later a circular 
saw, a band saw and a planer were added; and, in 1903, a 



188 GALESBURG PUBLIC SCHOOLS 

lathe for iron and a forge for blacksmithing. These ma- 
chines with the hand tools comprised the equipment at the 
time the building was burned in 1904. For the first five 
years the power used was electricity furnished by the street 
car company. When a steam heating plant was installed 
in the High School building in 1901, a twelve horse-power 
engine was substituted for the two electric motors that had 
been used. 

When the new High School building was erected, the 
Equip- manual training department was again placed in 
^^w- the ^^^ basement. The rooms were sufficiently large 
^^'^ and well lighted, but the noise of the machinery 

disturbed at times the recitations in some of the class- 
rooms. In order to get the machinery out of the High 
School building and to have a shop for iron and forge work 
and to provide a manual training center for the boys of 
the seventh and eighth grades of the city, the Manual Train- 
ing building to the north of the High School was built in 
1910. In order that all the space that had been provided for 
manual training purposes might be utilized, this building 
was connected with the High School building by a tunnel. 
At the close of this period the equipment of the manual 
training department, in addition to the usual hand tools, 
consisted of the following: four direct-connected lathes for 
wood, a planer, a circular saw, a scroll saw, a mortiser, a 
jointer, a lathe for iron, two emery grinders, a drill press, 
and six forges for blacksmithing. 

Of the fifty-two boys enrolled in the High School during 
Number ^^^ school year of 1889-90 thirty-five volunteered 
Ma^fi *° ^o t^^ manual training work. Thirty-one of 
Training, them did all the exercises and twenty made a fin- 
ished product. Of the sixty-one boys enrolled in the school 
in 1893-4 thirty-eight did manual training work; in 1897-8 
sixty-five of the one hundred and ninety-eight boys in the 
school chose manual training; in 1902-3 one hundred and 
twenty-five of the two hundred and twenty-eight boys in 



PERIOD OF CONTINUOUS GROWTH: 1885-1911 189 

school took the work, which was approximately the annual 
enrollment in the manual training department for the re- 
mainder of the period. The fact that the number of boys 
who took manual training in the later years was not as 
great in proportion to the numbers enrolled in the school as 
it was in the earlier years is largely due no doubt to the 
introduction of the print shop (a form of manual training 
which employs the activities of some thirty boys), the de- 
bating club, the dramatic club and athletics — which became 
popular in the later years. The interest of those who took 
manual training never flagged in any year. The great suc- 
cess of this department was due to Mr. G. H. Bridge who 
had charge of it during all this period. He possessed to an 
unusual degree the ability to help boys to help themselves. 
It is remarkable that domestic science was not intro- 
duced until 1903 — sixteen years after the intro- Domestic 
duction of manual training. The credit for the f^J*"** 
introduction of domestic science is due to the ^«ced. 
women's clubs of the city, as may be seen from the follow- 
ing extracts taken from the records of the Board of Educa- 
tion : 

"November 10, 1902. — The following communication was pre- 
sented by Director (Mrs. G. W.) Thompson: 'Manual Training 
for boys has proved an undoubted success in our Galesburg 
Schools, people all agreeing that it is both profitable and instructive. 
A feeling exists — and we believe public sentiment tends strongly 
in this direction — that the girls of our city should be given a like 
advantage in the training of the hand and eye as well as the brain, 
and that education directed toward the practical realities of life will 
better prepare girls for their needs as useful daughters and home 
makers. The Women's Clubs, believing all this, have raised money 
enough to equip and maintain a Domestic Science department for 
a term of five months, and they ask you, the Board of Education, 
to make this experiment, beginning with the winter term and con- 
tinuing through the remainder of the school year.' On motion the 
matter was referred to the Supply Committee." 

The reason Mrs. Thompson brought about the intro- 
duction of domestic science in this manner was to enlist 



190 GALESBURG PUBLIC SCHOOLS 

the active interest and to secure the cordial support of the 
mothers for whose daughters the department was to be es- 
tablished. 

"Called meeting, November 25, 1902. — Director Charles R. 
Van Brunt moved that the Board of Education provide a room for 
the trial of Domestic Science for a period of five months, the 
Ladies' Clubs of the city providing the means of conducting the 
same. The motion prevailed unanimously. A special committee, 
consisting of Directors Mrs. Thompson and Mrs. Read and Super- 
intendent Steele, was then appointed to take charge of the Domes- 
tic Science Department." 

In accordance with this resolution a room was provided 
in the Annex of the Central Primary on Cedar street, the 
tables, which are in use to-day, being made by the boys of 
the manual training department. In January, 1903, prac- 
tical lessons in the art of cooking were begun under the 
supervision of Mrs. Clara G. Rhodes, a teacher of experience 
and a graduate of the Lewis Institute, Chicago. This ex- 
periment of the women's clubs was so rational and so suc- 
cessful that, at the end of the school year, the Board of Edu- 
cation, without a dissenting vote, made domestic science a 
regular department of the school. Ample provision for a 
domestic science department for both cooking and sewing 
was made on the second floor of the Central School build- 
ing which was begun in 1903 and completed in 1904. Sew- 
ing was made a part of the work in September, 1906. Pop- 
ular as was manual training with the boys, domestic 
science was even more popular with the girls. This was 
due no doubt to some extent to the sane and scientific man- 
ner in which Mrs. Rhodes presented the work and to the in- 
terest and industry she herself displayed. One hundred and 
eighty girls chose the work the first year, and in 1910 there 
were one hundred and seventy-two girls enrolled in the 
cooking department and one hundred and thirty-three in the 
sewing; that is, three hundred and five of the four hundred 
and fifty-three girls enrolled in the school for that year took 
domestic science work. Of that number only seven dropped 



PERIOD OF CONTINUOUS GROWTH: 1885-1911 191 

the work during the year. The number wishing to take the 
work was always so great that the girls never were given 
more than one lesson a week. The cost of the supplies for 
this department was from $10 to $15 per month. 

One of the peculiar, if not distinctive, features of the 
Galesburg High School in this period was that it 
did not adopt the practice, which became universal ?*»^^^^« 
in other schools, of importing a speaker for its ment of 

' 1 Speaking 

erraduatinsf exercises. The graduates themselves came to 

° ° ° be Organ- 

did all the speaking, and frequently the band or ued. 

orchestra that furnished the music for those oc- 
casions was composed entirely of members of the school. 
Only such of the graduates as desired to speak appeared on 
the program, which was limited in length to two hours. 
This necessarily made the addresses of the graduates short. 
They generally occupied from three to six minutes, which is 
time enough for anyone to show such ability and talent as 
he may possess, and that is what the people are interested 
to know on such occasions. The exercises were always 
held in the largest auditorium in the city, and it was never 
large enough to accommodate all who came to attend. 

To prepare a high school boy or girl to speak to an 
audience of two thousand or more, some practice in public 
speaking was needed. This made it necessary for the school 
to provide for rhetorical work, to excel in which has always 
been regarded as a most valuable accomplishment. For 
one to understand parliamentary law and to be able to think 
and speak while on his feet was never more important than 
it is to-day when almost every person is a member of one or 
more lodges or societies. For years a special teacher was 
employed to drill those of the graduates who were to speak 
on commencement day. Miss Harriet Blackstone who 
trained the graduates of 1895 was employed by the Board 
of Education to devote half time during the entire year to 
such work with all the classes. The success of the first year 
led to such an extension of the work that it was necessary 



192 GALESBURG PUBLIC SCHOOLS 

to employ an instructor for the full time. In this way came 
the department of public speaking in the High School — a 
direct result of having the graduates speak on commence- 
ment day. It is worthy of note that the department was 
not created but grew naturally out of the conditions exist- 
ing, which is the only kind of development that is healthful. 
It was a characteristic of the school in this period that noth- 
ing new was ever added ; it simply came in response to 
favorable conditions which were recognized and fostered by 
the management. 

In 1896, the year after public speaking was made a part 
of the school work, this school, with other high 

Declama- , . • , • c i r j 

tory schools m this section of the state, formed an or- 

Contests. ..,.,, , . 

gamzation which, under one name or another and 
composed of different schools at various times, held an- 
nually in the spring a declamatory contest in which three 
prizes were awarded. The students took great interest in 
these contests and received much benefit from the prelim- 
inary drilling and minor contests necessary to determine the 
one who should represent the school. These annual con- 
tests continued through the remaining fifteen years of the 
period, and the Galesburg High School won at least its 
share of the prizes — eight firsts, six seconds, and one third. 
It was in these contests and the preparations for them that 
the fine spirit of loyalty for which the school became so well 
known first began to develop. 

When the boys and girls came to realize and appreciate 
i^iterary the value of the rhetorical work they naturally 

Societies . . "^ -^ 

Organized, wanted more of it than could be given by the de- 
partment, though the work found its way into some 
of the English classes. For this reason a number of the 
students organized themselves into two literary societies, 
the Lincoln Debating Club for boys and the Elizabethan 
Literary Society for girls. 



PERIOD OF CONTINUOUS GROWTH: 1885-1911 193 

The Lincoln Debating Club was organized by some 
twenty-five boys, February 12, 1904; hence its 

Lincoln 

name, which was adopted after they were unable Debating 

Club. 

to agree on any of the other names proposed. The 
object of the Club was to acquire practice and proficiency in 
debating, extemporary speaking and parliamentary law. 
Its membership was limited to thirty-five. This Club did 
much for many of the boys by developing them in the art of 
public speaking and debating. It also helped the school by 
stimulating its literary activities and by bringing it victory 
after victory in contests with other schools. From 1906 to 
the close of the period the Club held ten debates with other 
high schools; three with Springfield, two with Quincy, two 
with Monmouth, and one each with Joliet, Burlington and 
Kewanee. In these ten debates the Club was victorious in 
all but one, receiving the unanimous decision of the judges 
in seven of them. The school printing plant, which cost a 
thousand dollars and on which the school paper, The Bud- 
get, is printed, was bought, paid for and presented to the 
school by this Club. The Lincoln Debating Club will live 
in the memory of many a man as the place where he first 
had his vision. 

The Elizabethan Literary Society was organized by the 
girls in 1905. Its object was the same as that of j,,,^^ 
the Lincoln Debating Club, and its membership Literal^ 
was limited to thirty. From the first there was a Society. 
friendly rivalry between these two organizations, which 
proved to be stimulating to both. One of the events of the 
year in the school was the joint debate between represent- 
atives of these societies. There were six annual debates thus 
held, in four of which the "Lizzies" were victorious. In 
1910 this Society held a debate with the Quincy High School 
and was successful in gaining another victory for the school. 
In three of the successful debates which the "Lincolns" 



194 GALESBURG PUBLIC SCHOOLS 

held with other high schools, the "Lizzies furnished one 
member of the team which was composed of three speak- 
ers. The girls also rendered valuable service in the editorial 
work of The Budget. 

The Budget was the weekly news and literary organ of 
Th^ the school. The first issue bears the date of De- 

Budget, cember 11, 1903. Its original object seems to have 
been to stimulate writing and expression in the rhetoric 
classes, for they, under the instruction of Miss Frances 
Arnold, assumed the responsibility of doing the literary 
work. The editors were at first elected for a month. After 
the first month the editor of the preceding month became 
the assistant of the next. The editor thus had an assistant 
who understood the work and was a valuable aid. This 
plan made it possible for many persons to have the ex- 
perience and training given by such work. The printing of 
the paper was done by the boys in the manual training de- 
partment. The names of the boys who set the type and did 
the printing appeared on the issues as typesetters or pub- 
lishers. The printing was done on a small hand press which 
would print a page five by seven inches. The printing outfit 
was purchased for $105.50 of Mr. O. J. Colton, who ren- 
dered valuable help to the boys by showing them how to do 
the work. The printing plant which was paid for by the 
pupils of the school .was destroyed by the fire of April 10, 
1904. This caused the publication of The Budget to be 
suspended for a time. The paper was revived by the Lincoln 
Debating Club and the first number issued under its 
auspices appeared September 25, 1905. It was printed by 
the Wright brothers, members of the Club, on their own 
press until May 14, 1906, on which date appeared the first 
issue of The Budget from the press of the Lincoln Debating 
Club. The school was always loyal in its support of The 
Budget, nearly every student feeling that it was his duty 
to be a subscriber and pay the annual subscription, fifty 
cents. Those who have carefully investigated the subject 



PERIOD OF CONTINUOUS GROWTH: 1885-1911 195 

claim that The Budget was a pioneer among the high 
school papers in the West. If not the first, it was one of 
the first to be issued weekly and printed on the school's own 
press, all the work being done by the pupils. 

The Dramatic Club, composed of both boys and girls, 
was organized in 1907. All those who took the Dramatic 
third year of public speaking were eligible for ^^°''- 
membership in this Club. It gave three plays a year in the 
study hall which on such occasions was always crowded to 
overflowing. From these plays, to which an admission fee 
was charged, about one hundred and seventy-five dollars 
were netted each year, which amount the Club invested in 
pictures and statuary for the school. The frieze on the 
north side of the study hall was the Club's contribution, in 
1910-11, to the ornamentation of the building. 

The two pianos, the curtains and scenery for the stage, 
and all the pictures decorating the walls, were obtained by 
means of entertainments given by the pupils themselves 
under the auspices of the teacher in charge of the depart- 
ment of public speaking, or of the Dramatic Club. 

In the spring of 1906 the members of the Lincoln De- 
bating Club held a special meeting in the Board of 
Education rooms at which they decided to install ing Piant 
a printing plant in the High School. The propo- 
sition involved an initial outlay of $600 with some $400 more 
to follow, but the boys found no difficulty in getting persons 
willing to back them for that amount for such a purpose. 
After consulting with various printers in the city, a 10x15 
Chandler and Price, Gordon press and a 25-inch Advance 
paper cutter, together with type, imposing stone, etc., were 
ordered. The Board of Education fitted up two well-lighted 
rooms in the basement for the accommodation of the plant, 
and it was installed within sixty days after the Club had 
decided to have a printing outfit of its own. Mr. Robert A. 
Chandler, then a teacher in the school, was the directing 
spirit among the boys at that time, and he was largely in- 



196 GALESBURG PUBLIC SCHOOLS 

strumental in securing the installation of this plant. A 
motor to run the press was purchased in the fall of 1906 and 
additional equipment was added as the means at the com- 
mand of the Club would allow. In two years and six months 
the plant was completed, the entire cost being over $1,000. 

After all the indebtedness had been paid the Lincoln 
Debating Club, at a banquet held in the Central 
Printing Church on the evening of Lincoln's one hundredth 
pl-e^nted birthday and of the fifth anniversary of the organ- 
Bol^. ization of the Club, presented the entire plant to 
the Board of Education. Mrs. G. W. Thompson 
graciously accepted the gift on behalf of the Board. Under- 
takings like this, successfully carried through, are what 
make men out of boys, and at the same time the effect on 
the school is invaluable. 

After the press was placed in the school an average of 
Work thirty boys each year did work in the print shop, 

th*e°PrSit learning to set type, doing the printing for the 
Shop. school, getting out The Budget each week, doing 

much of the printing for the Board of Education and any 
other odd job that happened to come to them. The boys 
never solicited work as The Budget never asked or received 
any advertising from the merchants, except for two special 
numbers. The boys always found the printers of the city 
ready and willing to help them learn the elements of the 
trade. Mr. S. A. Wagoner frequently rendered valuable 
assistance to the young printers. 

It was soon found to be best to have some one with ex- 
perience to teach the boys each day for an hour or 

Expenses "^ . -^ 

of the more. At first a regular printer was employed by 

the boys. It was not long, however, before some 
of the boys in the shop became competent to act as foremen. 
For several years graduates of the school who were attend- 
ing college served in that capacity and were paid for their 
time. The profits of the shop were taken to pay for this 



PERIOD OF CONTINUOUS GROWTH: 1885-1911 197 

help, which cost on an average about $200 a year. The 
Board of Education never paid a dollar for the support of 
this department. The boys took great pleasure and pride in 
meeting all the expenses incurred. 

No other activity in the school offers greater advan- 
tages for growth and development than do the 
print shop and The Budget in the typesetting Printing 
room and press room, on the editorial stafif and in 
the circulation department, in purchasing supplies and keep- 
ing accounts. These furnish the best of work for the brain, 
the hand and the eye, and call for a large exercise of judg- 
ment and common sense. A thousand dollars a year is 
made and expended by the students in this department, a 
report of which is annually made to the Board of Education. 
It is a bit of real life in school work — something in which 
the education of to-day is woefully deficient. 

The Gregg Shorthand Club was organized in 1906. 
Members of the advanced class in shorthand are 

Greg:g 

eligible to this Club. Its object was to develop shorthand 

• t r ■ ■ , r , Club. 

special proficiency in the art of stenography, to 
contribute something from time to time to the permanent 
interests of the school and to provide social entertainment 
for its members. It did a great amount of work in getting 
out the outlines and examination questions for the school, 
and its income from doing outside work at times was con- 
siderable. It made valuable contributions to the decoration 
of the building, but its most notable work was the publica- 
tion, in 1907, of a History of the Galesburg High School. 
This history, consisting of eighty-six pages, was prepared 
and financed entirely by this Club. 

The first History of the High School was printed in 1899. 
It was published by Roy Livingston Piatt, a stu- 

J • 1 tiT «• •< <• The First 

dent in the school. It was his own idea and he History 
had the ability and energy to carry it out, doing High 
the work and assuming all the financial responsi- 



198 GALESBURG PUBLIC SCHOOLS 

bility. It was a great undertaking for a boy in his teens, but 
the result was a book of seventy-four pages that reflected 
great credit on the school as well as on the author. 

Der Kaiser Wilhelm Verein, a German Club, was organ- 
German ^^^^ ^" 1909. Its object was to make its members 
Club. more capable of conversing in German and to 

learn something about the country of Germany itself. Its 
meetings were held once a month at the home of the teacher 
of German, Miss Bess Henry, and the programs included 
games, songs and conversation in German. The member- 
ship of the Club was limited to students doing the second 
year work in German. On special occasions such as Hal- 
lowe'en and Christmas time, the Club gave entertainments 
in the gymnasium. 

While music was never taught in the High School yet 
after Mr. Frank D. Thomson became Principal in 

Musical - . , 

organiza- 1895, the pupils wcrc cucouraged in many ways to 
improve their musical talents. The first musical 
organization was a band composed of seventeen boys. Each 
boy furnished his own instrument and bought his own 
music. Two of the teachers, Mr. Frank D. Thomson and 
his brother, Presson, gave their services and instructed the 
boys one or two evenings a week. This was in 1897, and so 
well did the boys do that this band furnished the music for 
the graduating exercises of 1898, Later several of the boys 
were able to play with credit in similar organizations in the 
city. The morning exercises in the study hall and the en- 
tertainments given by the public speaking department, 
created a demand for music and offered an excellent oppor- 
tunity for its development. All that was needed was en- 
couragement and direction, which Mr. Thomson was most 
able and willing to give. The result was that there were 
always some musical organizations in the school, generally 
an orchestra of from ten to twenty pieces, and a girls' glee 
club and a boys' glee club of from ten to thirty voices each. 



PERIOD OF CONTINUOUS GROWTH: 1885-1911 199 

Twice a band was organized and in each case it was a suc- 
cess and was the pride of the school. There is no difficulty 
in having music in a school provided some of the teachers 
are able and willing to direct it. 

While there were the usual athletic organizations in the 
school, they never came into prominence or 

. .... Athletic 

achieved any special distinction. The atmosphere orsaniza- 
of the school was not conducive to their develop- 
ment any more than it was to the organization of fraterni- 
ties and sororities — two institutions which, by the way, 
were never heard of in the Galesburg High School. The 
students were too much occupied in the manual training de- 
partment, the print shop and in other groups working along 
literary lines to become enthusiastic over athletics or social 
functions — and one of the necessary elements of success in 
any school enterprise is enthusiasm. There is nothing more 
important in education than physical training, such as is 
given in the grades where all take part in it and none pur- 
sue it to exhaustion. The school was a member of the Mil- 
itary Tract Athletic Association for sixteen years, and in 
that time it took first place once and second place once. In 
the Big Eight Association it took first place twice. 

There were no men teaching in the High School previous 
to 1895. In that year when Mrs. Mary E. Gettemy j^^^^ 
who had been the efficient Principal for twenty Teachers. 
years, asked to be relieved of the responsibility of the prin- 
cipalship, Mr. Frank D. Thomson was made Principal. At 
the same time it was decided by the Board that the teach- 
ing force in the future should be, as far as possible, com- 
posed equally of men and women. There was no thought of 
making any reflection on either sex in this action. That is 
the composition of the home, and the normal home is a good 
model for the school in most respects. This policy was fol- 
lowed in practice with good results. In 1910 there were 
sixteen women and eleven men in the corps of teachers. 



200 GALESBURG PUBLIC SCHOOLS 

Special attention was given to those pupils who for any 
reason and at any time found their work difficult. 

Individ- , ,. - 

uai In- It was a pronounced policy of the school to allow 
no one to fail if it were possible to prevent it. it 
was considered a mark of superior teaching to hold a pupil 
in school rather than to allow him to drop out, to get him 
finally through his work rather than to have him fail in the 
end. The program was so arranged that each teacher had 
at least one period a day that was devoted to giving indi- 
vidual help to such as needed it. It was made impossible 
for a pupil to lay the cause of his failure on any one but him- 
self. This helping period no doubt saved many a pupil, and 
it brought about a relation between the teachers and pupils 
that was conducive to a proper school spirit. 

The study hall plan was one of the important features 
of the school. In place of many class rooms there 
HaiiPikn^ was onc study hall that was large enough to ac- 
commodate every pupil with a seat and desk. 
There all the pupils assembled twice a day, at the opening 
of each session; there they went to prepare their lessons 
when they were not reciting. These daily assemblies gave 
the Principal an opportunity, such as the head of every in- 
stitution should have, to direct and mold the sentiment of 
the students by saying the right word at the right time and 
in the right way. When a contest or an entertainment was 
about to take place a mass meeting was frequently held at 
the close of the morning exercises. At these meetings some 
of the students would address the school in the interests of 
the coming event, and a student or a teacher would lead in 
the school yells which would be given by the entire body 
with the same feeling of propriety with which they had 
joined in the morning devotionals. Some of the most inter- 
esting treats the school enjoyed were the opening exercises 
which were conducted by the "Lincolns" or the "Lizzies." 
There were generally two of these each year, and some of 



MRS. SARA M. McCALL 
1869-76 




A. W. WILLIS 
1909- 



MRS. MARY E. GETTEMY 
ia76-95 



I'RINCII'ALS OF Tin-: IIKIII SCHOOL 



PERIOD OF CONTINUOUS GROWTH: 1885-1911 201 

them were models of keen wit and sparkling humor. These 
are good examples of the freedom and initiative which were 
allowed the students and which were never abused. This 
close association of the student body also called forth and 
inspired the musical and literary talents of the pupils. The 
study hall plan is a great means of unifying the student 
body and creating an esprit de corps that is invaluable to a 
school. 

The object of the school was to make it a place where 
every one, no matter what type of mind he might 
have, would find something that appealed to him for the 

Growth 

and mto which he could throw his energies and of the 

° School. 

thus discover what manner of person he was. An 
education that does not reveal to one his special gift is, to 
say the least, of questionable value. The growth of the 
High School in this period was phenomenal, amounting to 
five hundred and fifty-five per cent, while the grades 
and the population increased but sixty-two per cent. 
The cause of this growth was frequently the subject of 
discussion. Different reasons were assigned for it by 
different persons. To attribute it to any one cause 
would be to make a striking exhibition of narrowness. The 
broadened curriculum, with its manual training, domestic 
science, department of public speaking and commercial 
branches, such as bookkeeping, stenography, typewriting, 
etc., the elective system, the study hall plan, the helping 
periods and the student enterprises, such as debating clubs, 
print shop. The Budget, dramatic club, literary contests, 
musical organizations, and the remarkable school spirit with 
its loyalty and enthusiasm permeating every school activity 
— each of these contributed a part, some more than others. 
But all of these combined would have fallen short of the suc- 
cess attained had it not been for the character and person- 
ality of the man at the head for fourteen years, Mr. Frank 
D. Thomson. 



202 GALESBURG PUBLIC SCHOOLS 

The high school holds the significant place in the educa- 
tional institutions of this country. A good high 
nifl^nt' school in a community, that is, a high school doing 
of"the good work and whose attendance approximates 
^hooL ^^^ proportion of the school population, is con- 
clusive evidence that the elementary schools in 
that community are in good condition ; for it is from these 
schools that all the material of the high school comes as, 
on the other hand, the high school now supplies the colleges 
and universities with their students. For this reason a 
board of education should never hesitate to expend on its 
high school whatever money is needed to make it the very 
best, provided always that the attendance approximates its 
proportion of the school population of the district. If the 
time and money now expended by teachers of the high 
school and those who are directly responsible for its man- 
agement in gaining a knowledge of college requirements 
and in adapting their work to these requirements, were 
given to a first hand study of the conditions and problems 
that the elementary schools must meet and to a like study 
of the industrial and social conditions of the community, it 
would be better for the interests of education because the 
relations of the high school to these institutions and condi- 
tions are vital. The measure of the vital relation of the high 
school to the college and university is the proportionate 
number of its students who enter these institutions. The 
number of such students has greatly increased within recent 
years and it will continue to increase as the high school 
grows, but the ratio of those entering the college or uni- 
versity to those attending the high school is small and will 
become less as the high school develops in efficiency — effi- 
ciency that meets the needs of the people. For this reason 
the high school of the future, as well as of the present, 
should make the social and economic conditions of the com- 
munity its great subject of study rather than the require- 
ments of the college and university. 



PERIOD OF CONTINUOUS GROWTH: 1885-1911 203 

13. THE ELECTIVE SYSTEM. 

All the studies in the Galesburg High School were made 

elective in 1895. As this was the first high school 

r . . AU stud- 
to recognize and adopt the elective principle in its i«8 Made 

curriculum and as practically all high schools later 

adopted it to some extent at least, it may be worth 

while to give a few of the reasons that led to this radical 

departure from the traditions of the past. 

A careful record which had been kept of the previous 
five years showed that forty per cent of those en- 

. . Reasons 

tering the school dropped out during the first year, tor Mak- 
Of this number over one-half left school because studies 

Elective. 

they were failing to do the work in some subject. 
They knew that failure in any subject meant that they could 
never receive a diploma from the school. Yet failure in any 
subject, important though it might be, did not seem to be a 
sufficient reason for discouraging a pupil in his effort to get 
an education. A wise parent would not treat his own child 
in that way. For this very reason he would make all the 
more eflfort to find some other line of work that the child 
could follow advantageously. A school should treat its 
pupils as a wise parent does his child. It was thought by 
the Board that nothing could be more absurd than to think 
of education as consisting of a knowledge of certain subjects, 
unless it might be to insist on giving all types of mind the 
same training. It was certainly a recognition of these two 
absurdities when the high schools first divided their cur- 
riculum into two or more courses of study. If no pupil took 
all the subjects taught in the school, why not allow him to 
choose those that appealed to him, those that enlisted his 
interest and for which he was naturally equipped? There 
was certainly nothing sacred in the different courses of 
study, either as to subjects taught or in their arrangement, 
for at that time there were hardly two high schools in the 
country in which similar courses were composed throughout 



204 GALESBURG PUBLIC SCHOOLS 

of the same subjects. Neither were the subjects arranged in 
the same sequence. This was in the days when high schools 
were not standardized by universities and colleges. 

In order that the diploma given might not be deceptive, 
Form of a certain number of credits was assigned to each 

Diploma • j i 

Used. subject and, when a required number of these 

credits was made by the pupil, he was given a diploma in 
which each subject he had completed, with the number of 
credits assigned to it, was written. Thus the door to hon- 
orable graduation was never closed on the pupil by the 
school. 

No objection was made to this plan in Galesburg by the 
oppo- teachers, the pupils or the parents, but it was too 

EiMtive radical a departure from the beaten path to be ac- 
stndies. cepted by the profession, even with modifications, 
without much opposition. The discussion began in 1899, 
when the Superintendent of the Galesburg Schools read a 
paper on the subject before the Department of Superintend- 
ence of the National Educational Association at Columbus, 
Ohio. Within two years following this meeting he was 
called to present the subject at our State University before 
its Conference of High Schools, at Chicago University be- 
fore the Conference of Afifiliated and Accredited Schools, 
and before the Illinois State Teachers' Association. A warm 
discussion, participated in by many, followed the presenta- 
tion of the subject at each of these meetings. The elective 
plan met strong opposition generally from college men, but 
it found friends among superintendents and high school 
men. 

Under this system a pupil on entering the High School, 

with the advice of his parents and eighth grade 

System tcacher, selects the studies he wishes to pursue. 

Explained. f > 

the same freedom being given the pupil in the se- 
lection of a subject that has always been given him under 
the prescribed course system in choosing his entire course. 
In one case he chooses the course for a term, in the other for 



PERIOD OF CONTINUOUS GROWTH: 1885-1911 205 

three or four years. The same freedom allowed at the be- 
ginning is granted whenever a subject is completed and an- 
other one is to be taken up. The value of each subject is con- 
stantly explained and impressed upon the pupil. This 
method affords an opportunity of adapting the work to a 
pupil as his type of mind is revealed and his capacity is 
manifested. 

In less than two years after this system was adopted the 
school building had to be more than doubled in 

Effects 

capacity to accommodate those applying for ad- on At- 
mission. In this time there was practically no in- 
crease in the enrollment in the grades. 

Another matter that brought on the school considerable 
criticism from the profession was the three-year 

r 1 -n, ■ ^r^rs-, , , Criticism 

course of study. Previous to 1903 there were only of the 

Three- 
three years in the course of study. The reason for vear 

1 • -1 -1 rr- ■ <-T->t Course. 

this was Simple and certainly sufficient. The two 
colleges in the city each had a preparatory department 
which consisted of three years. Under these circumstances 
the only practical thing to do was to have the course in the 
High School three years also. When the two colleges 
lengthened their preparatory courses to four years, then, in 
1903, a fourth year was added to the Latin, or college 
course, in the High School. At the same time the three- 
year course was retained, and it was this fact that caused 
the criticism to be renewed. No other high school in any 
city of considerable size in the state had at that time any- 
thing but a four-year course. It was claimed by the profes- 
sion, especially by the colleges, that such a course was low- 
ering the standard of education. The North Central Asso- 
ciation of Colleges and Secondary Schools refused to place 
the Galesburg High School on its accredited list, though no 
one at that time had asked to have it accredited. By some 
people much was made of this fact. When their criticism 
reached the members of the Board of Education and the cit- 
izens it naturally had the desired effect on some, and in a 



206 GALESBURG PUBLIC SCHOOLS 

moment of weakness the three-year course came near to be- 
ing sacrificed. At that critical time, March, 1910, the mat- 
ter was taken up with Dr. H. A. Hollister, High School 
Visitor of the University of Illinois, who was that year a 
member of the committee that was to make the report on 
the schools to be accredited. The following letter was writ- 
ten to him at that time : 

"Galesburg, 111., March 18, 1910. 
"Mr. H. A. Hollister, 

High School Visitor, 

University of Illinois, 
Champaign, 111. 

Dear Mr. Hollister: — Last Monday, largely by chance, I had 
an informal conference with three members of our Board of Educa- 
tion on the advisability of adding another year to our Three Year 
Course. They said to me, "If you will make such a recommenda- 
tion to-night at the Board meeting, it will no doubt be adopted." 
After talking with the Principal of the High School and some of 
the teachers who are recognized as very competent and have been 
connected with the school many years and understand thoroughly 
its workings, I could not persuade myself to make the recommenda- 
tion, though I could see the points in its favor. 

I am going to write you quite a long letter in explanation, 
and give you the situation as it is to-day in our High School. The 
enrollment for February was 690; of these pupils 

240 are doing their first year's work. 
192 are doing their second year's work. 
135 are doing their third year's work. 
123 are doing their fourth year's work. 

The number who are expecting to graduate this year is 151, and I 
inclose a tabulation of these which I hope you will examine care- 
fully. 

You will see that 62 of these have completed the four year 
course and that 26 of those who will receive a Three Year diploma 
have been in the school four years. Thus 88 of the class have had 
the benefit of four years of training in the High School. You will 
notice that the enrollment of the school by classes shows that there 
are 123 in the 4th year. Subtracting the 88 who are to graduate, 
from this number, leaves 35 in the 4th year to be accounted for. 
Seventeen of these thirty-five graduated last year, receiving a Three 



PERIOD OF CONTINUOUS GROWTH: 1885-1911 207 

Year diploma, and returned this year to do the 4th year's work. 
This leaves 18 in the 4th year who are doing special work and will 
receive no diploma. 

I want to call your special attention to the 26 who are grad- 
uating as 3rd year students but have been in the school four years. 
It is the opinion of the teachers that most of these would have 
dropped out of school two years ago, had there been only a four 
year course, their parents being, in many cases, unable to send them 
five years saying nothing about those who could not have been in- 
duced to spend that length of time in High School. 

My contention is, that, by having one of the courses in the 
High School a three year course, it holds a large number ©f pupils 
in school one to three years longer, these 26 in the present grad- 
uating class being one illustration. 

Our city has, probably, a population of 25,000. Last month 
the total enrollment of pupils was 3,501, of whom 690, or 19.7 per 
cent are in the High School. The average for the year will be, and 
has been for years, 20 per cent. I believe you would find that the 
attendance at our High School is 50 per cent greater than at other 
High Schools in cities of approximately our size. 

That it does not, on the other hand, lower the standard of the 
school nor work injury to the other pupils by causing them to cut 
short their course (the form of the two diplomas being such as to 
indicate exactly what each graduate has done), I submit the record 
of the present graduating class as evidence. The number of pupils 
in our High School who complete the four years' work is as great 
as in other cities the size of Galesburg. The number of three year 
graduates is, practically, clear gain over other schools. They might 
be considered as a by-product, as what is done in Galesburg with 
that which would otherwise be treated as waste. 

I cannot conceive that the work of the Galesburg High 
School would not meet with the cordial approval and endorsement, 
even, of the educators who comprise the North Central Association 
of Colleges and Secondary Schools, if these facts were properly 
presented to them. While a school is doing the work required of 
secondary schools by this Association and while as many are taking 
advantage of it as in other cities of like size, its policy cannot be to 
discourage or limit any work such a school can do for that great 
number who are destined never to enter a college. This Associa- 
tion, by placing on its accredited list all of our neighboring High 
Schools and leaving off the Galesburg High School, is putting an 
unmerited stigma upon it and upon the city which has done and is 



208 GALESBURG PUBLIC SCHOOLS 

doing as much for education as any city of its size within the limits 
of the Association. 

Will you kindly bring this matter before the proper com- 
mittee of the Association and ask them to lift the ban which is 
heavy — as heavy as the influence of the Association? 

You have my permission to use this letter in any way you 
may desire. 

Trusting that this may not only meet with your favor, but 
that you will be able to present the facts to the North Central As- 
sociation of Colleges and Secondary Schools in such a way as to 
gain both their approval and endorsement of the Galesburg High 
School, I am, 

Yours very truly, 

W. L. Steele." 

To the credit of the open-mindedness of the committee 
and the members of the Association, the Galesburg High 
School was placed on the accredited list of the North Cen- 
tral Association of Colleges and Secondary Schools, March 
25, 1910. There can be no question that there is a place in 
the high school for a short course. The length of the course 
of study in a system of popular education is not so impor- 
tant as the number of those who take full advantage of it ; 
that is basic. When it comes to higher education, that is 
another and a different question, a fact the failure to recog- 
nize which has caused the development of a system of pop- 
ular education in many respects unsuited to the needs of the 
people. It is significant that Chicago placed a two-year 
course in its high school in 1910 and that St. Louis has done 
the same. 

14. THE BOARD AND ITS EXPERIENCES. 

Faithfulness, harmony and permanency characterized 
the membership of the Board of Education in this 

Board . . - . 

Members period. The members were faithful in attendmg 

Faithful. , r , T^ , r- 1 , L 

the meetmgs of the Board. Seldom was a member 
absent when he was in the city and not confined to his home 
by illness. In twenty-six years there was only one regular 
meeting at which there was not a quorum present, and that 



^ 




W. 5. PURII'JGTO 





U F. WERTMAN 



R O AHLENIUS 









S. S ■ ■JOB 



BOARD ()1- KDrCATION 
At close of the Ilalf-Centiiry, June 1-^, T.ill. 



PERIOD OF CONTINUOUS GROWTH: 1885-1911 209 

was the August meeting of 1907. In addition to the regular 
committee work, it was a custom of the Board as a body to 
inspect annually all the buildings at the close of the school 
year and to decide at such times what repairs and improve- 
ments should be made on each. In this way every member 
had a personal knowledge of the conditions of the different 
buildings. As each member is, by the rules of the Board, 
constituted a local committee to have charge of the build- 
ings in his ward, this information was particularly valuable. 
It was the custom of the Board not to act on any im- 
portant matter until all the members could concur 

1 • TWT 1 1 . r • Harmony 

in the action. No member ever thought of getting in the 
a measure through the Board by a bare majority 
vote. In the work of the committees the same was true. If 
any member of the Teachers' Committee for example, ob- 
jected to the appointment of an applicant, that person would 
not be appointed. As a result there were never any factions 
in the Board and every member, realizing the consideration 
given his vote, exercised the greatest care in forming his 
opinion. This state of harmony could not have prevailed 
had the members been elected by factions, political and oth- 
erwise, that are found in every city, or had they sought the 
office for personal reasons. Propositions that were right 
and wise would naturally under such conditions get a favor- 
able hearing. 

Faithfulness and harmony made the membership of the 
Board very properly permanent. In these twenty- pem,^. 
six years there were only twenty-seven different "heBoa'd 
members. Four persons served as directors from Members, 
the First Ward: Mr. S. J. Parry, two years; Hon. O. F. 
Price, seven years; Miss M. Evelyn Strong, eight years; 
and Mrs. G. W. Thompson, nine years. Six served from the 
Second Ward: Mr. C. C. Merrill, fifteen years; Mr. L. N. 
Thompson, three years; Mr. J. C. Tunnicliff, one year; Mr. 
J. W. Hammond, three months; Mr. Charles E. Johnson, 
five years; and Mr. W. S. Purington, two years. Three 



210 GALESBURG PUBLIC SCHOOLS 

served from the Third Ward : Mr. N. C. Woods, four years ; 
Mr. G. A. Murdoch, seven years; and Mr. L. F. Wertman, 
fifteen years. Four served from the Fourth Ward : Mr. G. 
L. Arnold, one year; Mr. F. S. Bartlett, nine years; Mr. J. 
W. Hammond, twelve years; and Mr. R. O. Ahlenius, four 
years. Four served from the Fifth Ward : M. D. Cooke, 
Esq., four years; Hon. F. F. Cooke, two years; Mr. C. E. 
Switzer, four years; and Mrs. H. W. Read, sixteen years. 
The Sixth Ward had but one director in these twenty-six 
years, Mr. L. T. Stone. Four served from the Seventh 
Ward: Mr. S. B. Inman, twelve years; Mr. Charles Van 
Brunt, eight years; Mr. W. A. Marshall, two years; and Mr. 
J. J. Berry, four years. Of these members Mr. Parry had 
served eight years in the previous period; Mr. Murdoch, six 
years; Mr. Arnold, eleven years; Mr. Cooke, nine years; and 
Mr. Stone, seven years. To Mr. Stone belongs the dis- 
tinguished honor of having served on the Board of Educa- 
tion longer than any other citizen — thirty-three consecutive 
years. In June, 1911, he was elected for the twelfth term. 

Miss M. Evelyn Strong, of the First Ward, was the first 
womeo woman to be elected a member of the Board of 
Board of Educatiou. This was in Tune, 1894. The following 

Kduca- . 

tion. year Mrs. Henry W. Read, of the Fifth Ward, was 

elected a member. When Miss Strong resigned in May, 
1902, Mrs. G. W. Thompson was elected as her successor. 
These three ladies demonstrated thoroughly that a woman 
can render valuable service on a board of education. 

During this period, no members of the Board who were 
candidates for re-election were defeated except in 

How 

Changes one year, and yet there was on an average one new 
cient member each year, owing to resignation, removal 

Boards . , , ^, • , • i 

Should from the city, or death. This was making changes 

be Made. . , . , . , 

in the right way and they were frequent enough. 
The success of a commercial enterprise, or of any institu- 
tion, is endangered whenever a change in the governing 
body is brought about through strife and contest. This is 



PERIOD OF CONTINUOUS GROWTH: 1885-1911 211 

just as true of a school system. The somewhat prevalent 
idea that a community does not have an interest in its 
schools unless it holds exciting elections and changes the 
members of the Board frequently, is a mistaken and danger- 
ous one. It means that something is wrong somewhere, and 
the result must be a board governed by factions which par- 
alyze its efficiency. When a board of education is efficient 
the voters show their wisdom by continuing its members. 
Changes will come as they have in Galesburg in this period 
frequently enough from other causes. 

The exception referred to, when two members of the 
Board were defeated for re-election, occurred in 
1894. The cause of it was the A. P. A. movement ^Xaf^ 
that was then sweeping the country. These mem- ^ y**^ 
bers were defeated by a vote of 1,718 to 1,066, the Pio|*°''*" 
largest ever polled at a school election in the city. 
This was the first time the women took an active part in the 
school election. Strange as it may seem the policy of the 
Board continued without opposition, practically unchanged 
after the election. The few Catholic teachers in the school 
were not disturbed. This was no doubt due to their super- 
ior fitness for the positions they held. 

15. THE SEMI-CENTENNIAL CELEBRATION. 

When the Galesburg Public Schools closed for the year 
on June 2, 1911, they completed the first half century of their 
history. This event was celebrated by the grades, the High 
School and the alumni, A field day, in which all the grades 
and practically all the pupils participated, was held on Wil- 
lard Field on the afternoon of May 26th, under the direction 
of Miss Soflena Mathis, the director of physical training in 
the schools. The girls in the first and second grades were 
costumed as "sunbonnet babies" and the boys in the same 
grades as "overall boys." The boys and girls of the third 
grade were dressed as Indians. The girls of the fourth and 
fifth grades wore "middy suits" with blue collars and white 



212 GALESBURG PUBLIC SCHOOLS 

hair ribbons. The girls of the sixth grade were dressed in 
white and carried garlands of pink and white flowers, while 
the girls in the seventh and eighth grades wore peasant 
costumes. Fifty high school girls were dressed as Highland 
lassies. The boys above the third grade wore white blouses. 
When these children, more than twenty-five hundred in 
number, thus costumed entered Willard Field 

£Tents of 

the Field from the west eight abreast led by a band playing 
"Marching Through Georgia," and marched with 
a rhythm and swing one would think impossible for children, 
across the center of the field to the place where Miss Mathis 
was standing and, dividing, countermarched to the rear, it 
was a sight more beautiful than any which Galesburg had 
ever seen. It was witnessed by a crowd estimated at seven 
thousand. Then followed in rapid succession the games of 
the sunbonnet babies and overall boys divided into six 
groups; the Indians in their camps with their dances and 
yells; the exercises with dumb-bells, wands and Indian 
clubs, some four to five hundred taking part in each under a 
leader from their own number; the maypole dance around 
six giant poles, by the girls of the sixth and seventh grades ; 
the folk dances by the girls of the eighth grade, some two 
hundred of them ; and the highland fling by the girls of the 
High School. Each ward had a booth at which were sold 
refreshments, souvenirs and toys of the noise making va- 
riety. These booths which were conducted by the ladies of 
the wards, yielded a good profit. 

This event would have been impossible had not the par- 
ents, the mothers in particular, united most heart- 
crven*"*^* ily with the teachers and the pupils in preparing 
PatVoDB ^^^ ^^' ^^ involved a great amount of labor and 
^h^iB. considerable expense. Mrs. Anna Chappell Gun- 
nell was the one who organized the parents and 
she worked through the women's clubs of the city. She 
succeeded in enlisting in each ward literally scores of 
women from all the walks of life, who most generously and 



PERIOD OF CONTINUOUS GROWTH: 1885-1911 213 

enthusiastically gave their time, talents and energies to the 
work. Mrs. Gunnell also rendered the teachers invaluable 
services by meeting with them many times and giving them 
the benefit of her knowledge and experience in planning 
such a feat; she is a rare artist in any work of that char- 
acter. 

The net proceeds of this field day were to be used for 
equipping public playgrounds with apparatus. A organiza- 
Public Playgrounds Association was accordingly "{'"y"' 
organized. Mr. W. J. Hayward was elected Pres- AssoAa- 
ident; Mrs. O. C. Gordon, Vice-President; Mrs. """• 
J. C. Toler, Secretary, and Mr. Charles E. Johnson, Treas- 
urer. The net proceeds, amounting to something near one 
thousand dollars, were turned over to this Association. 

The High School this year dedicated its annual, The 
Reflector, to the Alumni Association and devoted ^^^ 
many of its pages to giving a history of the school i^efle**®'- 
with its student organizations. The Reflector is a volume 
of a hundred pages or more issued annually by the students. 
It requires no little amount of literary talent as well as bus- 
iness ability to conduct its publication. The issue of 1911 
was Volume V. 

The exercises connected with the Semi-Centennial Anni- 
versary were brought to a close with a banquet by Aiumni 
the Alumni Association held on the evening of Banquet. 
June 2nd, in the Galesburg Club. Two hundred and fifty- 
seven were seated at the tables, among whom were many of 
the earlier graduates. All the industries and professions 
were represented by them. After the different courses of 
the banquet were served, the President of the Association, 
Lyman P. Wilson, Esq., introduced as the Toastmaster of 
the evening, Hon. Wilfred Arnold, who, after making some 
introductory remarks, announced the following toasts and 
introduced the speakers in the happy and humorous way for 
which he is noted : 



214 GALESBURG PUBLIC SCHOOLS 

PROGRAM 

"Most welcome! Be sprightly, for ye fall among friends." 

Business Meeting 

"To thee and thy company I bid a hearty welcome." 

Pres. Lyman P. Wilson 
"The office of President is not a Httle honorable, but jointly 

therewith tedious and burdensome" - - - Robert Ryan 

Piano Solo - - - Helen Adams 

Toastmaster ------- Wilfred Arnold 

"He had a head to contrive, a tongue to persuade, and 

a hand to execute." 

"Whose words all ears took captive" - - - Mrs. H. W. Read 

"What's to come is still unsure" - - - - E. T. S. Mason 

"Let the sky rain potatoes" R. O. Ahlenius 

Vocal Solo ------- Winifred Johnston 

"A chiel's amang ye takin' notes and, faith, he'll prent it." 

Robert Switzer 

"Physicians mend or end us" - - - - Dr. John Bartlett 
"What a pulpit the editor mounts daily" - - - F. R. Jelliff 

Violin Solo - - - Lulu Hinchliff 

"With loads of lumber in his head" - - - Willis Terry, Jr. 
"Tutored in the rudiments of many desperate studies." 

Miss Alice Bergland 

"A college joke to cure the dumps" - - - Reuben Erickson 

"Join we together for the public good in what we can." 

Supt. W. L. Steele 

"Gude nicJit, and joy be wi' you a'." 
16. SUMMARY. 

Time and change are natural companions. One would 
not expect to find anything in the schools, from the build- 
ings to the methods of instruction in the diflferent branches, 
remaining unchanged through twenty-six years. Without 
attempting to enumerate all the changes, those that gave 
character to the period and that will perhaps remain a per- 



PERIOD OF CONTINUOUS GROWTH: 1885-1911 21S 

manent part of the schools are here named. While all the 
buildings save one have been erected, enlarged or remodeled 
at a cost of approximately four hundred thousand dollars, 
the High School and the heating plant v^^ere its chief addi- 
tion to the physical equipment. The installation of sanitary 
closets in place of the unhealthful and demoralizing out- 
houses, mechanical ventilation, automatic temperature con- 
trol, the method of admitting light into the schoolrooms, 
the drinking fountains and the school nurse, were its con- 
tribution to sanitation. No serious attention was paid to 
sanitation in the schools prior to 1888. The introduction of 
music, drawing, physical training, manual training and do- 
mestic science came in this period; as also supplementary 
reading, the removal of the fetish of examinations, and the 
articulation of the schools with the Public Library by means 
of the Children's Reading Room. During this period also 
the average monthly enrollment of pupils to a room was re- 
duced from forty-eight in 1885 to forty-one in 1910, or more 
than fourteen per cent; the maximum salary in the grades 
was raised from $55 to $70 per month, or more than twenty- 
seven per cent; and a training school for teachers was es- 
tablished. The inauguration of the elective system and the 
development of the High School into an institution adapted 
to the needs of the many who wish to prepare themselves 
for the manual, mechanical and commercial pursuits of life, 
as well as to the relatively few who desire to prepare for col- 
lege, was the most distinctive work of the period. The 
Board of Education may not at times have moved as fast as 
it might have done or have accomplished all it was possible 
to do; twenty-six years is a long time. It had the satisfac- 
tion, however, of always moving forward without ever being 
halted or reversed by the people ; every step in advance was 
followed by another; the last building to be erected was al- 
ways the best. 



216 GALESBURG PUBLIC SCHOOLS 





TAX 


LEVIES. 




YEAR 


OPERATING EXPENSES 


BUILDING PURPOSES 


TOTAL 


1885 






$ 22,000.00 


1886 






25,000.00 


1887 






25,000.00 


1888 






25,000.00 


1889 






30,000.00 


1890 






32,000.00 


1891 






34,500.00 


1892 






42,500.00 


1893 


$46,000.00 


$16,000.00 


62,000.00 


1894 


38,500.00 


18,000.00 


56,500.00 


1895 


48,603.00 


14,897.00 


63,500.00 


1896 


42,711.88 


30,000.00 


72,711.88 


1897 


48,595.10 


9,154.80 


57,749.90 


1898 


50.000.00 


12,236.10 


62,236.10 


1899 


54,000.00 


15,126.85 


69,126.85 


1900 


52,854.19 


19,240.00 


72,094.19 


1901 


61,241.32 


14,212.39 


75,453.71 


1902 


56,001.26 


25,355.00 


81,356.26 


1903 


64,180.00 


25,000.00 


89,180.00 


1904 


65,000.00 


12,000.00 


77,000.00 


1905 


63,240.00 


30.000.00 


93,240.00 


1906 


65,000.00 


30,000.00 


95,000.00 


1907 


68,088.00 


26,300.00 


94,388.00 


1908 


71,500.00 


26,000.00 


97,500.00 


1909 


86,250.00 


18,850.00 


105,100.00 


1910 


90,000.00 


54,000.00 


144,000.00 




Superintendent of Schools 
1911 



CHAPTER V. 

GALESBURG PUBLIC SCHOOLS: 1840-6L 

Note — This paper was prepared by W. L. Steele, Superin- 
tendent of the Galesburg Schools since 1885, at the request of the 
Knox County Historical Society. Mr. Steele read it at a meeting 
of the Society held in the Board of Education rooms at the Public 
Library, on the evening of April 14, 1910. At its conclusion the 
Society extended to Mr. Steele a vote of thanks and requested him 
to continue the History of the Public Schools of Galesburg down 
to the present time. — Republican-Register, April 15, 1910. 

The history of the public schools of Galesburg is divided 
into three periods: 1, that covering the regime of the dis- 
trict schools, 2, that of the union graded schools, and 3, that 
of the schools under the present charter. Of the first period, 
that of district schools, no official records can be foundj 
The first district was organized, probably, in 1840, when the 
village of Galesburg numbered 272 souls. As the popula- 
tion increased it was subdivided, from time to time, until 
there were eight independent school districts, each having 
its own board of directors and a little schoolhouse of one 
department, when in 1858 they were all united into one dis- 
trict, comprising the territory within the present limits of 
Galesburg and known as the Union Graded School District 
No. 1, During the nineteen years which this period covers 
the population of the city had grown to nearly 5,000. A pop- 
ulation of 5,000 with only eight schoolrooms, where three 
times that number would be required to-day, calls for an 
explanation which will be given farther on. 

THE FIRST SCHOOLHOUSE. 

The first public school building, according to tradition, 
for there are no records preserved and no account of it was 

(217) 



218 GALESBURG PUBLIC SCHOOLS 

committed to print for more than a quarter of a century 
after the event, was built on the north side of the square, 
east of Broad street, in 1840. It was soon afterwards moved 
to the north side of Ferris street, between Broad and Cherry 
streets. It was constructed in accordance with the ideas of 
Mr, C. S. Colton, one of the directors, and the very novelty 
of the plan has preserved it from the common oblivion of the 
school architecture of that period. The floor was an inclined 
plane sloping from the rear to the front where the teacher's 
desk was placed, the object being to have the pupils in 
full view of the teacher. The pupils who attended that 
school all remember what a capital place the aisles were to 
slide down hill, and on this account it has not been forgot- 
ten. Mr. Colton, it is said, afterwards regretted that all the 
schoolhouses were not built on this plan. It would seat 
sixty pupils. 

THE FIRST TEACHER. 

Mr. Eli Farnham taught the first school in this build- 
ing in the winter of 1840-41. The school was in session from 
four to six months each year; the teacher was generally a 
college student who was in need of money to complete his 
education. Prof. George Churchill, when a boy, went to 
this school in the winter of 1840-41 and taught it in the 
winter of 1848-49, when he was a sophomore in college. 
He received a dollar a day and boarded around, sleeping at 
home. One of his pupils was Miss Mary Allen West. 

LOCATION OF SCHOOLHOUSES. 

Some fifteen years ago the writer had several conversa- 
tions with Professor Churchill in regard to the first public 
schools in Galesburg, with the view of printing the facts iri 
a school report. The information, though never used, was 
carefully preserved, and from it he is now able to give, with 
other interesting facts, the names and the locations of the 
different school buildings at the time the districts were con- 



PERIOD OF 1840 TO 1861. 219 

solidated in 1858. Professor Churchill was one of the three 
directors of the new district thus formed. They were as 
follows : 

Ferris Street School, on the north side of Ferris street, 
west of Cherry street ; East Main Street School, sometimes 
called the Brick School, on the southwest corner of Main 
and Pine streets ; West Main Street School, sometimes 
known as the Parker School, on the south side of Main 
street, just east of Walnut avenue; Simmons Street School, 
known for a time as the Blanchard School, on the north 
side of Simmons street east of Academy street; Tompkins 
Street School, where the First Baptist Church now stands; 
Monmouth Street School at the junction of Monmouth and 
Brooks streets ; Chambers Street School, known as the De- 
pot School on First street just west of Chambers street; 
Kellogg Street School, on the southwest corner of Kellogg 
and Losey streets. 

COUNTY RECORDS. 

If the future historian of the public schools of Gales- 
burg goes to the county records for his information con- 
cerning the first schools, he will be mystified and misinform- 
ed. He will find that the first conveyance was made by 
Knox College in 1850 to school district No. 8, for $50. 
This was for the Ferris Street School, and ten years after it 
was organized. The next deed was by F. H. Pond in 1853 
to school district No. 1, for $300. This was the Tompkins 
Street School. The next school site deeded was in 1854, to 
school district No. 11, which was the Simmons Street School. 
The deed was made by J. P. Frost and the consideration 
was $450. The West Main Street School secured its site 
from Elisha Hurd in 1855 as school district No. 9, for $200. 
The land for the Monmouth Street School was purchased 
from Phoebe A. Holton in 1858, as school district No. 1, for 
$200. The site of the East Main Street School was not 
bought till 1867, and then by the Board of Education from 



220 GALESBURG PUBLIC SCHOOLS 

Bethany Mitchell, for $75. The land on which the Depot 
School stood was purchased by the Board of Education in 
1863, from Knox College, for $150. The Kellogg-, or Losey 
Street School, did not get its deed till 1868. It, too, was made 
to the Board of Education by Z. P. McMillen, for $850. Am- 
non Gaston, as early as 1849, made a deed to James Grant, 
James H. Noteware and W. Selden Gale, as trustees, for 
school district No. 1, consideration $114, but there is no 
description of the property deeded further than the town- 
ship. There is other evidence on the record, sufficient per- 
haps to warrant one in saying that the deed was for the se- 
cond four rods south of Simmons street on Broad street, 
where the Churchill School now stands. A schoolhouse 
was probably there in an early day. The Board of Educa- 
tion, however, purchased twelve rods square on this corner 
at a much later date, from Timothy Moshier for $2,000, he 
having obtained it, apparently, by a tax title. So far as 
showing when the first schools were established in Gales- 
burg, these records are entirely misleading as to dates and 
thoroughly mystifying as to the numbering of the school 
districts. All this may be of no interest or value as school 
history, but it is an excellent illustration of how unerringly 
one may be, sometimes, conducted to the truth by the pro- 
cess of original research, about which we hear so much and 
by which so many of our cherished beliefs and ideals are 
being shattered. It is interesting to note in passing, that 
there is not a school building located to-day where one stood 
in 1860, when Galesburg was a city of 5,000 people — only 
fifty years ago and the population one-fifth as large as now. 

POVERTY OF THE DISTRICTS. 

Comparing the dates of the purchase of the different 
school sites, with the years when it is certainly known 
schools were conducted on these premises, it is evident that 
the first schoolhouses were "squatters" — the town being too 
poor to own the land on which they stood. The buildings 



PERIOD OF 1840 TO 1861. 221 

themselves gave evidence of their poverty. The Galesburg 
Free Democrat, in its issue of November 13, 1856, says edi- 
torially, "Our present school pens should be sold for coal 
houses." These conditions can easily be accounted for. The 
people of Illinois did not believe in common schools at that 
date; there was no free school law in Illinois till 1855, nine- 
teen years after the settlement of the Galesburg colony. It 
is true, a free school law was enacted by the legislature in 
1825. 

SCHOOL LAWS OF 1825. 

This law provided that common schools should be 
established free and open to every class of white citizens be- 
tween the ages of five and twenty-one years. The legal 
voters were empowered at the annual meeting to levy a tax 
of one-half of one per cent, subject to a maximum limitation 
of $10 to any one person. An appropriation was made by 
the state of $2 out of every $100 received into the treasury. 
This, together with the interest on the state common school 
fund which consisted of three per cent of the net proceeds 
of the sales of public lands, two townships donated for 
founding and maintaining a seminary of learning, and the 
surplus revenue of the United States distributed by act of 
Congress in 1837, made possible quite a complete system of 
public schools. To this must be added, of course, the in- 
come from the 16th section of every township — the most 
munificent donation ever made to public education by a 
government. This came from Congress in compliance with 
the Ordinance of 1787, which enjoined that "schools and the 
means of education shall forever be encouraged." But the 
law was so amended in 1827 as virtually to nullify it by pro- 
viding that no person should be taxed for the maintenance 
of any school unless his consent was first obtained in writ- 
ing, and the continuance of the state appropriation of $2 out 
of every $100 received into the treasury, being its very life, 
was denied. In 1845 even the interest on the state fund was 



222 GALESBURG PUBLIC SCHOOLS 

suspended, owing to the embarrassed condition of the finan- 
ces — this state, like many others, having stopped paying in- 
terest on her public debt. From this date, 1827, to 1855, 
there were repeated amendments, and revisions of the 
school law by the legislature, but they had no eflfect upon 
the schools, for they all wanted the vital principle of the tax- 
ing power. As late as 1852 the total local tax for school 
purposes in the whole state of Illinois amounted to only 
fifty-one thousand dollars. The school law remained a dead 
letter for twenty-eight years ; and it was during this period 
that the Galesburg colony was founded and grew to have a 
population of three thousand. Under these conditions it is 
no wonder that the schoolhouses of Galesburg were but 
little better than coal houses and that in only three cases 
did the town own the land on which they stood. 

THE SCHOOL SECTION. 

The income from the 16th section was, practically, all 
the support upon which the schools could depend till 1855, 
or rather 1856, when the tax provided by the law of 1855 be- 
came available. Thus the 16th section was a matter of great 
importance at that time. Where it was, what disposition 
was made of it, and how much was realized from it, forms 
part of the school history of those days ; and it is certainly a 
matter of interest to us to-day, as we receive annually the 
income from that portion of this fund which we got when it 
was divided between Galesburg and the remainder of the 
township. 

In an article, "A Brief History of Knox College," pre- 
pared by the Rev. Geo. W. Gale in 1845, "for the double pur- 
pose of public information and a document of reference," he 
says, "The school section (640 acres) given by the govern- 
ment for primary schools, fell near the town, and has yield- 
ed a permanent fund of $7,000, the interest of which with 
the annual state appropriations, nearly furnishes gratuitous 
instruction to every child in the township. Some two hun- 



PERIOD OF 1840 TO 1861. 223 

dred children now profit by this fund." This was written 
nine years from the founding of the colony. 

The greater part of the school section lies within the 
city limits. Main street, west from Henderson street to Lin- 
wood Cemetery, is its north boundary ; and Henderson 
street, south from Main street to Fifth street, is its east 
boundary. Among the old books in the office of the county 
superintendent of schools was discovered, by rare chance, a 
book in which the school commissioner of Knox county, 
Wm. McMurtry, had carefully kept the records of those 
days. In it is a complete record of the disposition of Sec. 16, 
R. 11 N., 1 E. of the 4th P. M. ; and here may be found a 
plat of the section as made by the five trustees : Leonard 
Chappel, Chauncey S. Colton, James Bunce, Isaiah Smelser 
and Nehemiah H. Losey. Each lot is numbered, the ap- 
praisement given, the price for which it was sold indicated, 
and the name of the original purchaser written down. 

AMOUNT REALIZED FROM SCHOOL SECTION. 

The section is divided into 28 ten-acre lots and 18 
twenty-acre lots. The first 16 ten-acre lots front on Main 
street, each being 20 rods east and west and 80 rods north 
and south ; the other 12 ten-acre lots face on Henderson 
street, each being 20 rods north and south and 80 rods east 
and west. The 18 twenty-acre lots are 40 rods east and 
west and 80 rods north and south, with two exceptions. 
The greater number of these lots were sold on March 4, 
1839, the last two being disposed of May 11, 1848. The ten- 
acre lots sold for from $7.50 to $16.90 per acre, and the twen- 
ty-acre lots for from $3.50 to $11 per acre. The sale of all the 
lots amounted to $5,660.50— not $7,000, as stated by Rev. 
George W. Gale, in 1845. When this fund was divided be- 
tween the city and the township, there is no record of the 
amount that came to the city. Whatever that amount was, 
the Board of Education has to-day $5,133.55 which is this 



224 GALESBURG PUBLIC SCHOOLS 

fund plus $221.20, Galesburg's share of the county fund that 
was distributed in 1908 by the county superintendent. 

INCOME FROM TOWNSHIP FUND. 

The records of those days show that school funds were 
loaned at ten per cent. Thus the net income from the town- 
ship fund would be about $550 annually. This was practi- 
cally the amount of available funds for school purposes 
from 1839 to 1855. The population of the township in 1840, 
including the village of Galesburg, was 516, and in 1855 the 
population of the village alone was 2,916. During these fif- 
teen years the public schools of the village and township of 
Galesburg, with a population never less than 500 and reach- 
ing 4,000, had for their support but little more than $500 a 
year — not enough to provide for more than two schools 
where there should have been from three to twenty. That 
the public school accommodations were entirely inadequate 
and miserably poor in Galesburg prior to 1855, is no reflec- 
tion on the intelligence or public spirit of the good people 
of that time. After this date, however, when the present 
free school law was enacted, one would naturally expect to 
find in this community good schools with sufficient accom- 
modations. It would require some temerity in one, if the evi- 
dence could not be produced, to intimate to-day that there 
ever was a time in the history of Galesburg when public 
education was not in favor, when the public school was 
looked upon at least with indifference, if not with positive 
hostility; but such is the fact, judging from the local and 
state press of the times. 

PUBLIC INDIFFERENCE TO SCHOOLS. 

There is a complete file of the Galesburg Free Demo- 
crat from January 5, 1854, to September 28, 1860, excepting 
the first eight months of 1858, in the Knox College Library. 
A careful examination of these files reveals a deplorable 
want of interest in public education. In the issue of Janu- 



PERIOD OF 1840 TO 1861. 225 

ary 1, 1857, is an article signed by "E. S. W." (E. S. Will- 
cox, Professor of Modern Languages in Knox College), in 
which he advocates forming union graded schools and pro- 
nounces the present schools inefficient, worse than useless 
— a shame to the community. In the issue of April 13, 1859, 
is an article signed "Tax-Payer" in which the writer says, 
"I believe I may safely assert that there is not another town 
in the State of Illinois having as large a population as 
Galesburg, that has done so little, directly, for the improve- 
ment of its common schools." In an editorial of September 
3, 1859, appears the following: "The fair name of the 'Col- 
lege City' is being tarnished by our shameful negligence of 
the interests of our common schools. While we rejoice in 
the higher educational facilities afforded by our colleges and 
seminaries, let us no longer disgrace ourselves by neglecting 
the masses in our midst, whose right training is more inti- 
mately connected with our future prosperity than that of 
any other class." In an article on Union Graded Schools by 
Professor Churchill, November 20, 1856, is this sentence: 
"A schoolhouse could be built which instead of being a 
burning disgrace to us would be our brightest glory." He 
must then have had a vision of that schoolhouse which was 
built ten years later and which to-day bears his name. 

JOHN F. EBERHART. 

In the Editor's Table of the Illinois Teacher, February 
27, 1857, is an article on Galesburg by John F. Eberhart, one 
of the distinguished educational pioneers of Illinois, a pro- 
moter of the union graded school system, in which may be 
found the following: "Galesburg is a pleasant city, and has 
already acquired a merited fame for literary enterprise. 
Lombard University, Knox Male and Female Colleges — all 
school buildings nearly completed — are institutions of a 
high grade, and throw a halo of light about the place. The 
citizens are generally intelligent and kind, and probably 
think less of money and more of mind than is customary for 



226 GALESBURG PUBLIC SCHOOLS 

a western city. However, amid all their aspirations for the 
formation of an intelligent community and the full develop- 
ment of true man and womanhood, one very important feat- 
ure has, until lately, been overlooked. Their ambition has 
soared above the common schools. The dilapidated condi- 
tion of the public schools bears a woeful testimony of their 
neglect. The buildings are poor, the teachers receive poor 
wages, and the result is that they have poor schools." 

SIMEON WRIGHT. 

Simeon Wright, another of our distinguished education- 
al pioneers, as State Agent of the Illinois Teacher, wrote 
up Galesburg for the July (1858) issue as follows: 'T am 
on classic ground. The very atmosphere breathes incense 
to the goddess of letters and science. The severe elegance of 
Knox College and fair proportions of Lombard University 
are the material embodiment of the spirit of the place. Here 
are the higher institutions of learning just emerging from 
infancy in all the vigor of a young giantess, and here, also, 
are eight overshadowed public schools, and until recently 
there were as many directors." After referring, in compli- 
mentary terms, to Professors Churchill, Standish and Will- 
cox as educators who most fully recognized the dependence 
of the college on the common school, he makes this plea for 
the eight overshadowed public schools. "Would the college 
raise the standard of scholarship? Raise the standard of 
elementary education. Would she gain more students? 
Elevate the common school. Would she extend her influ- 
ence? Extend sympathy and aid to the common schools. 
The more good public schools there are, the more minds 
will feel the kindling fire and gaze longingly toward the 
higher hills of science. The college must grow with the 
growth of popular knowledge. Franklin once said: 
'Take care of the dimes ; the dollars will take care of them- 
selves.' Take care of the common schools and the colleges 
will take care of themselves." 



PERIOD OF 1840 TO 1861. 227 

ATTITUDE OF THE COLLEGE. 

That it was thought necessary to make such a plea as 
this to college men and to a college community seems 
strange; for one would naturally think that the common 
school was the child of the college, but history tells a differ- 
ent story. The two institutions had different origins, with 
little in common. Governor Berkeley who thanked God that 
there were no free schools in Virginia and hoped that there 
would be none for a hundred years to come, contributed to 
the founding of a college, William and Mary's, and that 
without any feeling of inconsistency. Happily, with the 
world's broader vision, all this is changed now, and colleges 
and universities, especially state universities, for the best of 
reasons are the friends of the public schools. 

There were several causes operating to produce this 
hostility to public schools. In the first place, as Professor 
Churchill says, "Every man, woman and child came here to 
build up Knox College. They were more interested in this 
even than in founding the city. Whenever a child had 
learned to read, write and spell, and was ready to study 
arithmetic and grammar, he was entered in the preparatory 
department of the college. As a rule children entered the 
academy when they were ten years of age." Under these 
conditions the people did not feel the need of public schools 
and naturally enough they regarded them as a competitor 
to their favorite institution. Professor Churchill was warn- 
ed time and again by some of the close friends of the college 
that he was injuring that institution and jeopardizing his 
own position by his activity in promoting public schools. 
Their fears were not altogether groundless. The year before 
the union graded schools were organized, Knox Academy 
enrolled over 350 students as compared to 60 in the college; 
the following year the enrollment was less than 150. 

PRIVATE SCHOOLS. 

The income from the township fund being inadequate 
to furnish all the children what in those days was regarded 



228 GALESBURG PUBLIC SCHOOLS 

as primary education, private schools, or select schools, 
as they preferred to call themselves, sprang up. Mrs. George 
A. Tryon, who started such a school in 1856, told the writer 
that she could recall four others in the village at that time. 
For twenty years the people had to depend, to a great ex- 
tent, upon these schools ; they were a power whose inter- 
ests were antagonistic to free schools, and that had to be 
reckoned with when it came to forming the free union 
graded schools. Even after the districts were united, such 
was the influence of these select schools and so strong was 
the feeling in their behalf that, in order to get the children 
to attend the new schools, it was necessary for the directors 
to incorporate, as it were, some of these schools into the new 
system of free public schools. Professor Churchill, who 
was one of the three directors that organized the union 
graded schools, is the authority for this statement. Mrs. 
Tryon had a private school of eighty pupils at that time, and 
she took fifty of them with her to the old Post Office build- 
ing, and they were placed, without examination, in the 
grammar department, of which she was made principal ; an 
excellent person she was for this position, having had ex- 
perience in graded schools in Ohio. Private schools of this 
type, or better designated as select schools, died hard, the 
last one not passing away until the late 80's. 

THE MONEYED INTERESTS. 

Another source of opposition were the "moneyed men 
with Herrick & Co. patent fire-proof money safes," as the 
Free Press of that day called them in discussing this ques- 
tion. There were, however, some notable exceptions — Mr. 
Silas Willard being one. That this class was active and 
powerful is clearly revealed in that section of the school 
charter which limits the rate of taxation. There was no tax 
limit in the free school law of that day, nor was there any 
limit by statute until 1872; but these men went back 
twenty-five years to the first free school law, to find a rate. 



PERIOD OF 1840 TO 1861. 229 

The rate named there was one-half of one per cent, the low- 
est rate that ever found its way into a school law of Illinois, 
and it was incorporated in the Galesburg school charter as 
the limit of taxation for school purposes. The records of 
later years show that to Dr. J. V. N. Standish belongs the 
honor of having initiated the movement that increased it to 
one per cent. 

JEALOUSY OF THE DISTRICT. 

The fact that the city was divided into eight separate 
and independent districts, each with its rights, its interests, 
its jealousies, was another source of opposition. The reason 
this opposition alone did not prove to be insurmountable, 
was due to the poverty of the districts, they not having 
enough property to quarrel over. 

CONDITIONS OPPOSED TO FREE SCHOOLS. 

These were the conditions that caused Galesburg to 
move slowly in forming a system of public education after 
the free school law was adopted in 1855 ; and the fact that it 
was a comparatively old settled community, with three to 
five thousand inhabitants, with its habits of thought and its 
local institutions formed and adjusted to a different state of 
things, would tend to retard any radical change. To satisfy 
the college, to placate the private schools, to quiet the fears 
of capital, and to convince the eight districts that the inter- 
ests of each would be served better by one united district, 
was an undertaking of the first magnitude, compared to 
which any other event in the history of our schools is insig- 
nificant. 

PROFESSOR CHURCHILL. 

It is perfectly evident that this movement could never 
have been successful without a great leader, a man with a 
vision, broad-minded, progressive, patient, good-natured, 
forgetful of self, believing profoundly in education, and in 
closest sympathy with his fellowmen, — and that man was 



230 GALESBURG PUBLIC SCHOOLS 

George Churchill. Others, of course, there were who render- 
ed noble service to the cause, but in every step taken to or- 
ganize the union graded schools and to secure the pres- 
ent charter, he led the way. Professor George Churchill 
is as truly the founder of the public schools of Galesburg as 
the Rev. George W. Gale is the founder of the city. When 
the time comes in the history of Galesburg for erecting 
monuments to its great characters the first should have 
carved on it "Rev. George W. Gale, Founder of the City," 
and the second should bear the name "George Churchill, 
Founder of the Public Schools." 

He was endowed by nature and qualified by training for 
the part he took in this great work. At ten years of age he 
came with his parents to Galesburg in 1839 — three years 
after the first settlers. He attended the first public school 
taught in Galesburg in the winter of 1840-4L He taught 
the same school in the winter of 1848-49 when a sophomore 
in college. After graduating from Knox College, he taught 
a year in Farmington. He then spent a year in Europe de- 
voting much of his time to the public schools of Germany — 
especially to the Frederick William Gymnasium, a graded 
school of four thousand students from seven to seventeen 
years of age. He said it was here that he first imbibed his 
enthusiasm for graded public schools. Full of this spirit 
he returned to Galesburg and took charge of Knox Academy 
in 1855 — the very year the free school law was passed. In 
the winter of this year, he attended the State Teachers' As- 
sociation at Bloomington. He met Dr. Bateman there and 
came home with fresh enthusiasm, and began writing arti- 
cles for the Galesburg Free Democrat to show the advan- 
tages of graded schools and a consolidated district. 

HENRY BARNARD. 

In December, 1856, he read a paper on German schools 
at the State Teachers' Association in Chicago. Henry 
Barnard, who was present and heard this paper, at once be- 



PERIOD OF 1840 TO 1861. 231 

came interested in the young man from Galesburg; and 
there was no man in this country, engaged in public school 
work, whose friendship could be so valuable to one in Pro- 
fessor Churchill's position, wrestling with the problem of 
organizing and grading a system of schools. Henry Barn- 
ard was the pioneer of educational journalism in America, 
and he had done for the schools of Connecticut what Horace 
Mann did for the schools of Massachusetts — organized and 
graded them. Before the sessions of this meeting had ad- 
journed, he promised Professor Churchill to aid him in get- 
ting men of recognized ability and great experience in or- 
ganizing and grading schools, to come to Galesburg and con- 
duct an educational campaign. Before returning home Pro-i 
fessor Churchill, on the advice of Professor Barnard, en- 
gaged Mr. W. S. Baker, who had been one of Barnard's 
lieutenants in Connecticut, for six weeks, agreeing to pay 
him one hundred dollars and his board. 

W. S. BAKER. 

Mr. Baker began his six weeks' campaign in Galesburg 
in January, 1857. He would go to a school for a half day or 
more at a time and impart enthusiasm to teacher and pupils. 
Then he would visit the leading members of the district and 
explain to them the advantages of consolidation. Afternoon 
meetings were also held in the old First Church to which 
came parents and children until the church was filled, and 
Mr. Baker would address them on the benefits of a union 
graded school system. Professor Churchill boarded Mr, 
Baker while in this city and paid half his salary besides. 

HORACE MANN 

In the following March Horace Mann, the greatest edu- 
cator America has produced, a most eloquent and irresisti- 
ble speaker, was induced to come to Galesburg and deliver 
two lectures on free graded schools. These lectures were 
also delivered in the old First Church, and their result. 



232 GALESBURG PUBLIC SCHOOLS 

following as they did so closely the work of Mr. Baker, 
was a complete moral victory of consolidated dist- 
ricts and graded schools, though formal and official action 
was not taken till May or June of the next year. 

From a report of these lectures made to the Illinois 
Teacher by "E. S. W." is taken the following to show that 
the Galesburg schools for a generation or more were mould- 
ed by Horace Mann. He was really the architect of the 
present Churchill building. " 'Consolidate the districts. On 
the most conveniently central grounds erect one large 
building, large enough to accommodate all the pupils of the 
city, beautiful enough to be an ornament and pride and with 
the necessary conveniences to make it best possibly adapted 
to the purposes of instruction. Let it be larger than your 
present wants, large enough to accommodate prospective 
wants. If a tax would fall too heavily now, borrow the 
necessary funds and require those who may hereafter be 
attracted hither by these educational advantages, to pay 
their proportion in lifting the debt in the future. Lay out 
and plant the grounds about the union schoolhouse in the 
most attractive manner possible. Hire one experienced head 
teacher, or superintendent, at a salary sufficient to com- 
mand the best talents. Support him by an efficient corps of 
lady assistants.' He strongly advocated the erection of but 
one central edifice, and some of his best applied remarks 
went to show the advantages, even to young scholars, of 
walking some little distance to school. As a rule, those 
pupils who walked a half mile or more were the brightest in 
their recitations, and on that very account." 

SILAS WILLARD. 

There was another remarkable result of these lectures, 
Mr. Silas Willard, in the prime of life, perhaps the leading 
merchant of the city, dying at his home of tuberculosis, re- 
quested Horace Mann to call on him the morning after his 
second lecture, which he did in company with Professor 



PERIOD OF 1840 TO 1861. 233 

Churchill, At the close of this conference, Mr. Willard said 
that he would provide in his will thirty thousand dollars for 
building a union graded school, and he thought he would 
donate two or three acres of ground on the northwest corner 
of Main and Chambers streets for the building site. The 
Galesburg Free Democrat of March 31, 1857, closes an edi- 
torial with this sentence : "Silas Willard was buried in the 
old cemetery to-day and was followed to the grave by the 
largest concourse which ever turned out in Galesburg to 
honor the dead." Mr. Willard did provide in his will thirty 
thousand dollars for building a union graded school, but 
there is no record of the district receiving the money. Even 
if the city did not get the thirty thousand dollars, his prom- 
ise had, nevertheless, the effect of stimulating the people to 
action, for in the Illinois Teacher of April, 1858, is this item : 
"Meetings of citizens of Galesburg have been held to initiate 
measures for the establishment of a system of union graded 
schools in that city, and for obtaining the benefit of the be- 
quest of the late Silas Willard." The school records do show 
that his widow did offer to give the land on the northwest 
corner of Main and Chambers streets for a building site for 
the new schoolhouse, but the Board of Education, for rea- 
sons not given in the records, purchased instead the lot on 
the southwest corner of Broad and Simmons streets. Why 
not name the next school building the Silas Willard School? 

UNION GRADED SCHOOLS ADOPTED. 

The exact date on which the eight districts were con- 
solidated into one cannot be determined. In a statistical 
paper printed with a Historical Discourse delivered by Rev. 
Flavel Bascom in the old First Church, July 22, 1866, Mr, 
J, B. Roberts, then Superintendent of Schools, is represent- 
ed as saying that these eight districts were united into one 
in 1856. The fact that this statement was made within ten 
years of the time when the event was supposed to have oc- 
curred, and by a man who had been superintendent of the 



234 GALESBURG PUBLIC SCHOOLS 

schools since 1862, would be strongly in favor of its being 
correct. Mr. Roberts was either incorrectly reported or he 
erred in giving the date. It could not have been in 1856, for 
the law providing for union graded schools was not passed 
until 1857. No record of the event can be found in the local 
paper, the Galesburg Free Democrat, and its files are com- 
plete from January, 1854, to September, 1860, with the ex- 
ception of the first eight months of 1858. The inference 
from this would be that the consolidation took place some 
time during these eight months, for it is scarcely believable 
that an event of this interest and importance could occur 
without being noticed in the local paper. According to the 
Illinois Teacher, a reliable monthly magazine, having for its 
Galesburg correspondent "E. S. W." the people of Galesburg 
were holding meetings in April, 1858, for the purpose of 
establishing a system of union graded schools ; and in its 
July issue, 1858, is the statement that eight school districts 
have recently been united into one. This fixes May or June, 
1858, as the time when the union graded school system was 
officially adopted. 

It was a very easy matter in those early days for several 
districts to be consolidated into one, no petitioning nor vot- 
ing by the people being necessary. The law read, "A major- 
ity of the directors of each of two or more districts may con- 
solidate such districts and appoint three directors for the 
union district so formed, who shall be styled 'Directors of 
Union District No. — Township No. — , who shall have all 
the powers conferred by law upon other school directors." 
The consolidation became effective upon a written agree- 
ment signed by a majority of each of the concurring boards 
and a report of the proceedings delivered to the trustees of 
the schools, with a map of the new district thus formed. In 
this way the districts must have been united, but no such 
record can be found ; and for that matter, so far as it is 
known, there are no records whatever of the union graded 
schools in existence to-day. This system came into being in 



PERIOD OF 1840 TO 1861. 235 

May or June, 1858, and ceased to exist June 11, 1861, when 
the present system was organized. Apparently no attempt 
was made to grade the schools during the first year of this 
period. In fact the people did not seem anxious to conduct 
them according to the new system after it was adopted. 
There were several provisions in the law that made it unde- 
sirable, and they thought the best way to remedy these 
would be to secure a school charter from the legislature. 

THE SCHOOL CHARTER. 

For this purpose a series of mass meetings was held in 
the early part of 1858. At one of these meetings a com- 
mittee of fifteen was appointed to draft a charter to present 
to the legislature. On this committee were Dr. Skinner of 
Lombard, and Judge Lanphere. Professor Churchill was 
made chairman of the committee. Judge Lanphere was 
made chairman of a sub-committee to draw up a charter and 
present it to the legislature. The bill providing for a spe- 
cial charter to the School District of the City of Galesburg 
met with unexpected opposition at Springfield. 

OPPOSITION IN THE LEGISLATURE. 

The Galesburg Free Democrat of February 2, 1859, gives 
an account of a mass meeting of the citizens held January 
31, 1859, in the basement of Dr. Beecher's church, for the 
purpose of considering the action of the legislature in refer- 
ence to the proposed charter. A. A. Smith presided and 
Charles Faxon acted as secretary. Mr. M. K. Taylor and 
O. S. Pitcher were called upon to state the object of 
the meeting. Mr. Pitcher, who was then city clerk, 
stated that the legislature had laid the charter on the 
table and that the object of the meeting was to take 
steps to have it passed. He said the charter had been 
prepared nearly a year ago, that it was copied mainly 
from the Springfield charter, and he then stated its 
principal provisions. He explained that the objections 



236 GALESBURG PUBLIC SCHOOLS 

made were chiefly the unlimited nature of the provis- 
ion for raising money by taxation, and the fact that the 
charter had not been submitted to a vote of the people and 
that it contained no provision for such submission. The 
meeting, after some discussion, adjourned until the next 
evening when these three amendments to the proposed char- 
ter were adopted: 1st. The charter shall be submitted to a 
vote of the people. 2nd. The Board of Education shall not 
have power to levy a tax to exceed one-half of one per cent 
without a direct vote of the people. 3rd. It shall be the duty 
of the board to provide a school for colored children. 

THREE AMENDMENTS MADE. 

It was voted that these amendments be forwarded to our 
representative at Springfield, with a request to him to in- 
corporate them in the bill and to use his best eflforts to get it 
from the table and to have it passed. It was also voted that 
Judge Lanphere and S. W. Brown be requested to take the 
amendments to Springfield and to work for the passage of 
the bill. That there was great interest manifested in the 
charter at these meetings is evident from the fact that the 
Free Democrat reported remarks made by the following 
men: George Churchill, H. N. Bancroft, C. M. Carr, S. W. 
Brown, Rev. S. A. Kingsberry, O. S. Pitcher, J. H. Knapp, 
Dr. A. B. McChesney, Riley Root, Dr. Bunce, R. C. Whit- 
ney, A. B. Campbell, Dr. M. K. Taylor, D. W. Seider, Mr. 
Fuller and Mr. Clark. 

CAUSE OF DELAY AT SPRINGFIELD. 

Hon. S. W. Brown, who was then mayor of the city, 
took the amendments to Springfield. He soon learned that 
letters written by persons in Galesburg objecting to the 
passage of the bill had been received by Mr. Gowdy, chair- 
man of the Senate committee to which the bill had been re- 
ferred, and that this was the cause of its being laid on the 
table. Mr. Brown wrote a letter from Springfield fully ex- 




SEVENTH WARD 

The Representatives on the Board of Education from the Seventh Ward 

since 1870, the year that section of the city was made 

a separate Ward, excejit II. n. lUirlingham. who 

served as Director for five months in 1870. 



PERIOD OF 1840 TO 1861. 237 

plaining the situation there, which was not very compli- 
mentary to some of the citizens of Galesburg. This letter 
was published in the Galesburg Free Democrat, February 
19, 1859. The bill passed the legislature and was approved 
February 18, 1859. 

TWO JOKERS IN THE CHARTER. 

There were two significant provisions inserted in the last 
section of the charter which were the means of delaying its 
going into operation for two years and seven months. The 
first of these provisos was, that the Act shall not take eflFect 
or be in force without the majority of the legal voters shall 
decide in its favor; the usual form would have been to re- 
quire a majority of the votes cast at the election. The sec- 
ond proviso was, that the election for this purpose must be 
held at such a time and conducted in such a manner as the 
council of said city may direct. Both of these provisions 
were innocent looking, and they are customary in such in- 
struments, but each contained a joker, showing the charac- 
ter of the opposition, which was composed of men who were 
always on the alert and especially skillful — the "standpat- 
ters" of those days, but, as it will be seen, they were fight- 
ing for a losing cause. 

ELECTION DENIED BY COUNCIL. 

Early in the spring of 1859, the friends of the charter or 
those, as the Free Democrat puts it, who wanted more than 
six months of school in a year for the children of the city, 
appealed to the City Council to submit the adoption of the 
f^harter to a vote of the people, but it, in its wisdom, refused 
to call an election for that purpose. 

SCHOOL DIRECTORS ELECTED. 

The friends of free graded schools having spent a year, 
since the consolidation of the districts, in trying to secure 
a charter that would give more liberal provisions for public 



238 GALESBURG PUBLIC SCHOOLS 

schools than were contained in the union graded school 
act, and seeing no hope in the immediate future that the 
City Council would allow a vote to be taken on the charter, 
determined to do the best that could be done with the law 
they had. An election for school directors for School Dist- 
rict No. 1, comprising all the schools of the city, was held on 
the first Monday of September, 1859. This was the regular 
time for holding school elections in those days. George 
Churchill, A. B. Campbell and J. H. Knapp were nominated 
at a called meeting of the citizens held on the Saturday 
evening before. There were two hundred and fifty votes 
cast, and these men were elected by a majority of sixty- 
three votes. 

UNION GRADED SCHOOLS ORGANIZED. 

The Board of Directors went to work immediately to 
organize a system of graded schools, free to all citizens of 
Galesburg between five and twenty-one years of age. The 
schools up to that time had been mixed schools, having the 
advanced scholars in the same room with those learning 
their A. B. C's; and the variety of text-books was said to be 
some less than the number of pupils. The first thing the 
Board did, was to grade the scholars, according to advance- 
ment in studies, into four departments: primary, second- 
ary, grammar and high school. Many scholars, it was said, 
had been educated in one branch and neglected in others; 
hence a regular course of study was outlined, and uniform 
text-books were adopted. 

UNION GRADED SCHOOLS OPENED. 

The primary and secondary schools were opened Mon- 
day, September 19, 1859, in the eight schoolhouses that had 
come to the Board by the consolidation of the districts. 
There were eight teachers in these schools; 400 pupils were 
enrolled the first week, and 639 during the year. The ad- 
vanced departments, grammar and high school, were opened 



PERIOD OF 1840 TO 1861. 239 

Wednesday, September 28, 1859, in rooms rented by the 
Board. Three of these rooms were in the old Post Office 
building on South Broad street, opposite the old First 
Church. The Board rented three other rooms this year, 
but where is uncertain; probably two of them were on 
the northwest corner of the Square, the property of Mr. 
C. S. Colton, for the advanced departments, and the 
other perhaps was in an outlying section, for the ele- 
mentary grades. The number of pupils enrolled during 
the year in the high school department was 60, and in the 
grammar department, 160, making a total enrollment of 859 
for the year, in all departments. The number of teachers 
was fourteen, and they received $2,197.90 in salaries. The 
total cost of the schools for the year was $3,176.89. 

MRS. TRYON PRECEPTRESS. 

The only reference to employment of these teachers that 
could be found is the following from the Free Democrat of 
September 21, 1858: "We are glad to learn that our well 
known teacher, Mrs. Tryon, has been engaged as Precept- 
ress in the higher department of our union graded schools. 
Mrs. Tryon has built up a large and flourishing school in the 
north part of the city, by her own merits as a teacher. She 
now leaves this to aid in our public schools." Mrs. Tryon 
was placed at the head of the school in the Post Office build-- 
ing, which was, without doubt, the most advanced depart- 
ment in the school system, and she was paid $50 per month. 

SUBJECTS TAUGHT. 

From a conference the writer had with Mrs. Tryon, 
some fifteen years ago, and which was written down at the 
time, the following facts concerning this school are here 
given. Pupils from all parts of the city were admitted to 
this school upon examination. Mrs. Tryon took 50 of her 
own pupils with her, and there were 150 in all. The first 
or highest room, called "A" grade, was under Mrs. Tryon; 



240 GALESBURG PUBLIC SCHOOLS 

the second room, called "B" grade, was taught by Miss 
Nettie Smith; the third room, called "C" grade, was taught 
by Mrs. Kendall. The three rooms met together for opening 
exercises in Mrs. Tryon's room. All the common branches 
were taught; mathematics as high as algebra. The sciences 
were represented by a small class in philosophy ; there were 
three classes in Latin ; one class in physical geography. A 
great deal of rhetorical work was done. Essays and decla- 
mations, in which all took part, were the regular Friday 
afternoon exercises. A daily ten-minute exercise in compo- 
sition was given in Mrs. Tryon's room ; all had the same 
subject, which was announced by Mrs. Tryon; and all the 
work was done in the room and it was completed in ten 
minutes. 

CLOSING EXERCISES OF THE TERM. 

The first term of the schools, which ended at Christmas, 
closed in the following manner. Mrs. Tryon's school gave 
a free entertainment at Dunn's Hall. It was a drama gotten 
up on a week's notice. At least half of it was improvised on 
the stage, there not being time enough to commit it. After 
the entertainment they had a free supper, and after the sup- 
per a speech by J. H. Knapp who was a good talker, a mem- 
ber of the Board and looked upon as the Superintendent. 
The following local from the Free Democrat of December 
28, 1859, is no doubt its account of this exhibition. "The 
Central School. — This school did honor to itself on Friday 
evening (December 23) by appropriate compositions, decla- 
mations, tableaux and singing. At the close of the exercises 
the audience, numbering about 600, joined in the festivities 
of the evening. All were served with an abundance of the 
nicest kind of refreshments, and the poor of the city were 
made glad the next day by several baskets of the fragments." 
The same issue of this paper gives a long and glowing ac- 
count of a spelling match on the afternoon of that Friday, in 
which the eight primary and secondary schools took part. 



PERIOD OF 1840 TO 1861. 241 

Mr. Knapp and Professor Churchill pronounced the words. 
Mary Campbell, a girl of eleven years, won first place and 
George S. Raymond, the second. 

THE CHARTER ADOPTED, 

The City Council, which had refused in 1859 to allow 
the people the privilege of voting on the charter, had a 
change of heart the next year after the city elections and de- 
cided to submit the charter to a vote of the people, calling 
an election for that purpose to be held on Saturday, June 30, 
1860. The friends of the charter immediately inaugurated a 
campaign in its favor but they were fearful of the result, for 
they labored under a great disadvantage as they had to get 
all their voters to the polls on election day, whereas their 
opponents had only to remain away from the polls. The 
Free Democrat on the evening before the election said, edi- 
torially, "To-morrow (Saturday) has been set apart by our 
City Fathers for a vote upon the new school charter. It will 
be noticed that a majority of all the legal voters must vote 
for it in order to make it a law. Its adoption will, therefore, 
require nearly 600 votes in its favor, and its friends will, no 
doubt, realize the necessity of untiring vigilance ; every vot- 
er who stays at home practically votes against it." On elec- 
tion day there were cast 505 votes for the act and 55 votes 
against the act. The friends of the charter were satisfied 
and its opponents were silenced as the majority was so de- 
cisive that any contest was out of the question, the highest 
number of votes cast at the last election being 629. The 
City Council, accordingly, on July 3, 1860, having canvassed 
the votes as above, declared the school charter legally adopt- 
ed and a part of the law of the city. This was in July, I860; 
but the schools were not organized under the charter until 
September, 1861. The explanation of this is, that the char- 
ter provides for the election of directors on the first Monday 
in June ; hence, a Board of Education could not be elected 
until June, 1861, 



242 GALESBURG PUBLIC SCHOOLS 

LAST YEAR OF UNION GRADED SCHOOLS. 

There was nothing to do but to continue the union 
graded schools for another year, which was done, with R, B. 
Guild as Superintendent of Instruction and seventeen lady 
assistants, being an increase of four teachers over the prev- 
ious year. A complete roster of these teachers may be 
found in Root's Galesburg City Directory for the year 1861, 
a copy of which is in the Public Library. There were nine 
buildings for the primary and secondary schools, with 
twelve teachers. The Central School, for the grammar and 
high school departments, was held this year on the west 
side of the Square, with five teachers, in rooms rented from 
Mr. C. S. Colton. There was a special teacher of penman- 
ship ; the German language and the rudiments of vocal 
music were taught ; declamations and compositions were re- 
quired weekly ; and a teachers' class was formed in the fall 
and spring for the especial benefit of those wishing to teach. 
With this year the union graded school system, originally 
the ideal system of public schools, came to an end, having 
been in operation only two years ; but a stronger, better and 
more complete system took its place — the present one, 
which came into existence on the first Monday of June, 
1861, by the election of the Board of Education of the Gales- 
burg School District. 

ADVANTAGES OF THE CHARTER. 

Long as this paper is, it cannot be brought to a close 
without a few words on the great value of the charter and 
on the first significant act of the Board of Education, under 
it. The provision of the charter that makes the treas- 
urer and the clerk of the city, ex-officio, treasurer and 
clerk of the Board of Education has, in a large meas- 
ure, preserved the schools in the past from political domin- 
ation, by taking away the "sinews" of political warfare. If 
the Board appointed its own treasurer, as it would do under 
the general law, then all the banks and their officials would 



PERIOD OF 1840 TO 1861. 243 

be interested in the membership of the Board, not for the 
good of the schools, particularly, but for their own benefit, 
as the school fund is one of the best deposits. If it appoint- 
ed its own clerk, as it would do under the general law, then 
the politician for revenue would be interested in who is 
elected to the Board, for that office is good for from a thou- 
sand to fifteen hundred dollars salary, under political man- 
agement. As it is, there is nothing in the management of 
the schools by the Board of Education, organized under the 
charter, to call forth the legitimate interest of anyone, except 
the welfare of the schools alone. 

The provision that empowers the Board to locate the 
school buildings without submitting each to a vote of the 
people, as it would be required to do under the general law, 
has saved the schools, and the city too, from much bitter and 
needless strife. Nothing so paralyzes the efficiency of a 
school as the warring of antagonistic interests in its admin- 
istration. 

THE LAST BATTLE FOR FREE SCHOOLS. 

At the third meeting of the Board of Education, held 
on July 9, 1861, the last move in the battle against free 
schools, that had been so persistently and ably waged since 
1855, was begun. In a section of the charter, which declares 
that the schools shall be free, follows this clause, "or 
upon the payment of such rates of tuition as the Board shall 
prescribe." All the facts in the history of the case being con- 
sidered, this looks very much like another joker. In accord- 
ance with this provision the following resolution was in- 
troduced : "Resolved, That all student residents attending 
the Central School shall pay the sum of fifty cents per 
quarter tuition, and all attending other schools shall pay 
twenty-five cents per quarter, all to be paid in advance." 
Both the wording and the spirit of this resolution are an 
echo from a past age. On motion of Mr. Clement Leach, 
the member from the Fifth Ward, it was laid on the table 



244 GALESBURG PUBLIC SCHOOLS 

until the next meeting. At the next meeting, July 15th, the 
motion was taken up for consideration and after a full dis- 
cussion the vote was finally called, when it stood three yeas 
and three nays. Hon, Alfred Knowles, who was then 
mayor of the city, was presiding, and it fell to him to cast 
the deciding vote, which he did, on the side of the negative, 
in favor of free schools. Thus Mr. Knowles had the honor 
of firing the last shot in the battle for free schools, and, be- 
cause he fired it in the right direction, his name will never 
be allowed to die. 



CHAPTER VI 

SCHOOL CHARTER. 

At one time there were seventy-three school districts in 
the state with special charters. Now there are not more 
than thirty-five such districts. These charters greatly com- 
plicate the school law and thus add to the work of the State 
Department of Public Education. For years it has been the 
policy of that department to encourage the abrogation of 
special charters. Time has certainly shown that the charter 
of "The Board of Education of Galesburg School District" 
is superior to the general school law in the following re- 
spects : 

1st. By providing that each ward shall have a repre- 
sentative in the Board and by requiring each member of the 
Board to submit his election to the voters of the entire city. 
Each member is thus made to feel that his duty is to look to 
the interests of the whole district as well as to those of his 
ward — an admirable adjustment of centralized and local 
government. 

2nd. By giving the Board of Education the power to 
locate and build schoolhouses, it removes a prolific source 
of antagonism that would array one section of the city 
against the other. 

3rd. By making the City Clerk ex-ofiicio Clerk of the 
Board of Education, it offers no reward to the politicians to 
make the result of a school election merely a question of 
who shall draw a good salary for doing a comparatively lit- 
tle clerical work. 

(245) 



246 



GALESBURG PUBLIC SCHOOLS 



4th. By making the City Treasurer ex-officio Treasurer 
of the Board of Education, it does not invite the banking in- 
terests of the city to make the issue of the school election 
simply one of who shall handle the funds. 

On account of these last two conditions, no question that 
does not directly involve the educational policy of the 
schools is likely to become an issue in a school election. 

The time for holding the election, coming as it does on 
the first Monday after the schools have closed for the year, 
is also a wise provision of the charter. Certainly there could 
be no better time in the school year than at its close for the 
people to pass on the policy of conducting the schools. 



THE CHARTER. 

An act for the establishment of a system of Graded Schools in the City of 
Galesburg. 



Section. 


Section. 


1. 


Boundaries of school district. 


13. 


Loaning permanent fund. 


2. 


Division of property. 


14. 


Security for loans. 


3. 


Transfer of school funds. 


15. 


Preferring school debts. 


4. 


Board of Education. 


16. 


Collection of school moneys. 


5. 


Powers of Board. 


17. 


Judgments and interest. 


6. 


Same. 


18. 


Increasing securities. 


7. 


Determining amount of school 


19. 


Annual report. 




tax.* 


20. 


Admission of scholars. 


8. 


Assessment for schools. 


21. 


Qualifications for admission. 


9. 


Census of children. 


22. 


Purchasing grounds and build 


10. 


Borrowing money. 




Ings. 


H. 


Election of directors. 


23. 


Act, part of the charter. 


12 


Treasurer and clerk. 


24. 


Mode of taking effect. 



Section I. Be it enacted by the people of the State of Illinois, 
represented in the General Assembly, that all the territory within 
the limits of the city of Galesburg, Knox County, Illinois, according 
to its present or future boundaries, is hereby erected into a common 
school district, to be known as Galesburg School District. 



*School Law, Art. VIII, Sec. 202: For the purpose of establishing and sup- 
porting free schools for not less than six nor more than nine months in each 
year, and defraying all the expenses of the same of every description, for the pur- 

Eose of repairing and improving schoolhouses, of procuring furniture, fuel, li- 
raries and apparatus, and for all other necessary incidental expenses in each 
district, village or city, anything in any special charter to the contrary notwith- 
standing, the directors of such aistrict and the authorities of such village or city 
shall be authorized to levy a tax annually upon all the taxable property of the 
district, village or city not to exceed tu'o and one-half per cent, for educational 
and two and one-half per cent, for building purposes (except to pay indebtedness 
contracted previous to the passage of this act), the valuation to be ascertained 
by the last assessment for state and county taxes; Provided, that in cities having 
a population exceeding one hundred thousand inhabitants the Board of Education 
may establish and maintain vacation schools and play grounds under such rules 
as it shall prescribe. 

[As amended by Act approved April 21, 1899. In force July 1, 1899.] 



SCHOOL CHARTER. 247 

Sec. 2. All school lands, school funds, and other real or person- 
al estate, notes, bonds or obligations, belonging to township number 
eleven north, and range one east, of the fourth principal meridian, 
Knox County, Illinois, held or owned for school purposes, shall be 
divided between the city of Galesburg and the portion of the town- 
ship without the same, in the proportion and manner following: 

The school trustees for said township shall, within thirty days 
after the first election contemplated by this act appoint two com- 
missioners who are freeholders, one a resident of said city, and the 
other of said township without the city; who, after being sworn well 
and truly to discharge their duties, shall ascertain the whole num- 
ber of white persons under the age of twenty-one years, residing in 
the whole of said township, and the whole number in said city, and 
in the township, without the city; and thereupon said trustees shall 
divide and apportion said funds, real and personal estate, notes, 
bonds and obligations of said township, between the city and town- 
ship without the city, according to the number of white persons un- 
der the age of twenty-one years residing in said township. Said 
trustees shall have power to supply any vacancy occurring among 
said commissioners. 

Sec. 3. Said trustees or other person or persons having custody 
or control of said funds or lands, shall pay over and deliver to the 
Board of Education of Galesburg school district, the portion of the 
funds and other personal estate, notes, bonds and obligations, to 
which the school district may be entitled, and execute and deliver to 
the Board of Education the necessary deeds and other conveyances 
for the sale of real estate due said district under said division. 

Sec. 4. The public schools of said district shall be under the ex- 
clusive management and control of the Board of Education, to con- 
sist of the mayor of said city, who shall be the president of the 
Board, and one director from each ward of the city, to be known as 
"The Board of Education of Galesburg School T)istrict;" each of 
whom, with the treasurer and clerk of said Board, shall be sworn to 
discharge their duties with fidelity. 

Sec. 5. Said Board shall have exclusive control over the school 
lands, funds, and other means of said district for school purposes, 
and shall have full power to do all acts and things in relation there- 
to, to promote the end herein designed; may sell or lease said lands 
and other lands or property which may have been or may hereafter 
be donated, purchased or designed for school purposes in said dis- 
trict, on such terms for cash or credit, and such times as they may 
see proper. They shall have full power to receive conveyances or 



248 GALESBURG PUBLIC SCHOOLS 

donations, and to make the necessary deeds or leases for lands; and 
all conveyances by the Board shall be signed and acknowledged be- 
fore some competent officer by the president and secretary of said 
Board: Provided, however, that no sale or lease of land for more 
than one year shall be made without the concurrence of five mem- 
bers of the Board. A majority of the directors, with or without the 
president, shall constitute a quorum for the transaction of business, 
and in the absence of the president they may appoint one of their 
own body president pro tempore. The president shall only vote in 
case of a tie, when he shall have a casting vote. 

Sec. 6. Said Board shall have full power to purchase or lease 
sites for schoolhouses, with the necessary grounds therefor. To 
erect, hire or purchase buildings for schoolhouses, and keep them in 
repair. To furnish schools with necessary books, fixtures, furniture, 
apparatus and library or libraries. To establish, conduct and main- 
tain a system of public graded schools, to be kept in one or more 
buildings in said district. To supply the insufficiency of school 
funds for the payment of teachers and other school purposes, and 
expenses, by school taxes, to be levied and collected as hereinafter 
provided. To determine the number, make the appointment and fix 
the amount of compensation of teachers within said district, and of 
all other agents and servants. Provided that the directors shall, in 
no case, receive any compensation for services as directors. To pre- 
scribe the studies to be taught, and books to be used in said schools, 
including maps, charts, globes, etc. To lay off and divide the said 
district into smaller districts, and to alter the same, or erect new 
ones at pleasure. To pass by-laws, rules and regulations to carry 
their powers into complete execution, and for the government of 
their own body, their officers, agents and servants, and providing 
for their meetings and adjournments; and generally to have and 
possess all the rights, powers and authority necessary for the proper 
establishment and control of an effective system of graded schools 
within said district. And they shall visit and inspect each and all 
the schools therein as often as may be necessary. 

Sec. 7. *It shall be the duty of the Board of Education, and 
they shall have full power to determine the amount of money need- 
ed, and to be raised for school purposes, over and above the amount 
from the school funds hereinbefore enumerated, or from other 
sources: Provided, said Board shall not for any one year require to 
be raised more than one-half of one per centum, for the benefit of 
said schools, on the assessed value of the real and personal prop- 



*See note on page 246. 



SCHOOL CHARTER. 249 

erty of said city for such year, without a majority of the legal 
voters of said city authorize them to do so, at an election to be held 
for that purpose, at such time and conducted in such manner as the 
Board may direct; nor shall said Board or said city council make 
any loan whatsoever for school purposes without a previous au- 
thority by such vote, but with the concurrence of a majority of said 
voters, it shall be lawful to raise such sum either by taxation or 
loan, as said Board may see proper; and before the first day of Au- 
gust of each year, they shall determine the amount required to be 
collected by taxation for expenditure for one year from the first 
day of January then next ensuing, for school purposes generally, 
and certify the amount to the city council of Galesburg. 

Sec. 8. It shall thereupon be the duty of the city council to levy 
said sum on all the real estate and personal property of said city 
according to the assessment and valuation thereof for the current 
year equally, by a certain rate per centum, and collect the same as 
city taxes are collected. A special column shall be prepared in the 
city duplicate, headed, "school purposes," in which shall appear the 
amount of tax for school purposes chargeable against each parcel 
of real estate, or amount of personal property, and when said taxes 
are collected, the treasurer shall keep a separate account of the 
same, and they shall be used and applied for school purposes only, 
and shall be paid only on the order of said Board. 

Sec. 9. It shall be the duty of the Board to cause an abstract of 
the whole number of white children under the age of twenty-one 
years within said district to be made, and furnish the same, with 
such further information as is required in sections 36 and 79, of the 
act to establish and maintain a system of free schools, approved 
February 16th, 1857, to the school commissioner of Knox County, 
Illinois, within ten days after the same shall have been ascertained. 
And the school commissioner shall pay annually to the said Board 
for the exclusive use of said district, the amount the district is en- 
titled to receive from the funds that are or may be in his hands, 
subject to distribution for the support and benefit of the schools in 
said county, in accordance with the provisions of the free school 
law now in force, the same as if no special charter had been con- 
ferred upon the schools of the city of Galesburg. 

Sec. 10. The city council of the city of Galesburg is hereby 
vested with full power to borrow such sums of money, being sub- 
ject to the restriction contained in the seventh section of this act, 
as they may deem necessary for school purposes in said district, at 
a rate of interest not exceeding ten per centum per annum, which 



250 GALESBURG PUBLIC SCHOOLS 

may be made payable semi-annually at such place as may be agreed 
upon, and the money when so borrowed shall be placed under the 
control of the Board of Education. 

Sec. 11. The Board of Education shall be elected by all the qual- 
ified voters of said school district, but one director shall reside in 
each of the wards of said city, and be a householder and freeholder 
thereof. The directors shall hold their offices three years from the 
day of their election, except that one-third of the first Board elected 
under this act shall retire from office at the expiration of the first 
year, one-third at the expiration of the second year, and one-third 
at the expiration of the third year; and the period of their retire- 
ment shall be decided as follows: The clerk of the city council 
shall take six strips of paper, on two of which he shall write the 
words "one year;" on two, "two years;" another, three years;" each 
member elect shall draw, and shall serve the period of time indi- 
cated by the words on the paper which he draws. 

An election shall be held annually at the place where the city 
council of Galesburg hold their meetings, on the first Monday of 
June, at the first of which all of said directors shall be chosen, and 
at each election thereafter, successors to the directors whose terms 
are about to expire. For the first election, the election officers shall 
be appointed by the city council of Galesburg, notice thereof being 
published by said council ten days before the election, in a news- 
paper of said city, but for each subsequent election said appoint- 
ment shall be made by the Board of Education, and notice given by 
them as aforesaid, and for what wards directors are to be chosen; 
and said election shall in every other particular — the supplying of 
vacancies in the officers thereof, substituting the place for holding 
the election, conducting the election, making the returns, etc., etc., 
be governed by the ordinance of the city of Galesburg in force at 
the time of election. Said Board shall be the judges of the election 
and the qualifications of their members and in determining the 
same, shall be governed by the city ordinance as aforesaid. 

All officers under this act shall hold their offices until the elec- 
tion and qualification of their successors. Removal from his ward, 
and not out of the city, by any director, shall not vacate his office, 
and whenever any vacancy shall occur in the office of director, the 
city council of Galesburg shall supply the same upon notice thereof 
by the Board of Education; but such appointment so made by the 
city council shall only continue until the next regular election of 
directors, when a successor shall be elected, who shall hold his 
office for the unexpired term only. 



SCHOOL CHARTER. 251 

Sec. 12. The treasurer and clerk of the city of Galesburg shall 
be the treasurer and clerk of the Board of Education, and the Board 
shall determine their duties, compensation and amount of security 
to be given. 

Sec. 13. Said Board shall cause all funds not needed for imme- 
diate use, to be loaned at the rate of ten per cent, per annum, paya- 
ble semi-annually in advance. No loan shall be for a longer period 
than five years, and if exceeding one hundred dollars, shall be se- 
cured by unencumbered real estate of at least double the value of 
the loan, without estimating perishable improvements. For any 
sum of one hundred dollars and under, good and satisfactory per- 
sonal security may be taken. 

Sec. 14. All notes and securities shall be to the Board of Edu- 
cation, for school purposes, and the borrower shall be at all ex- 
pense of examining titles, preparing and recording papers. 

Sec. is. In settling the estates of deceased persons, debts for 
school purposes shall be preferred to all others except those at- 
tending the last illness of the deceased and his funeral expenses; 
excluding the physician's bill. 

Sec. 16. If default be made in the payment of interest or of prin- 
cipal when due, interest at the rate of twelve per cent, per annum, 
on the amount due, shall be charged from the default, and may be 
recovered by suit. Suit may be for the interest only, whether the 
principal be due or not; and if the interest be not paid within ten 
days after the same becomes due, the principal, at the option of the 
holder of the note, shall thereby become due, and may be recovered 
by suit if necessary. 

Sec. 17. All judgments for principal or interest, or both, shall 
draw interest at the rate of twelve per cent, from the rendition of 
judgment; and said Board may purchase in property sold on execu- 
tion or decree in their own favor as other persons, with right of re- 
demption as in other cases. No judgment for costs shall be ren- 
dered against said Board, to be paid out of the school funds. 

Sec. 18. If the security for any loan or other debt due the school 
district, in the judgment of the Board, become doubtful or insecure, 
they shall cause the debtor to be notified thereof; and if he shall 
not immediately secure the same to the satisfaction of the Board, 
the principal and interest shall thereby become due immediately, 
and suit may be brought against all the makers of the note, al- 
though such condition or stipulation be not inserted in the note. 

Sec. 19. Said Board of Education shall publish annually a state- 
ment of the number of pupils instructed the preceding year, the sev- 



252 GALESBURG PUBLIC SCHOOLS 

eral branches of education pursued, the receipts and expenditures 
of each school, specifying the sources of such receipts and the ob- 
jects of such expenditures. 

Sec. 20. Said Board shall have full power to admit persons who 
do not reside within said district into said schools, upon such terms 
as they may think proper. 

Sec. 21. All free white persons, over the age of five years and 
under the age of twenty-one years, residing within said district, shall 
be admitted to said schools free, or upon the payment of such rates 
of tuition as the Board shall prescribe; but nothing herein contained 
shall prevent persons being suspended, expelled, or kept out of said 
school altogether, for improper conduct. 

Sec. 22. In purchasing or leasing grounds or buildings for 
school purposes, said Board of Education may do so on credit, and 
when the price and conditions of the purchase or lease are agreed 
upon, the Board may certify the same to the city council of Gales- 
burg, and the council shall make or cause to be made to the proper 
party, the bonds or obligations of said city for the payment of the 
purchase money, according to said terms, or said Board may execute 
in their own name said contract, bonds, obligations, and they shall 
be binding upon said city; and the council shall provide for the pay- 
ment of the same, and the interest thereon as it becomes due, as 
though they were executed by the city of Galesburg, and under her 
corporate seal. 

Sec. 23. This act shall be attached to the act incorporating the 
city of Galesburg, and be considered a part of said charter. 

Sec. 24. This act shall not take effect or be in force without a 
majority of the legal voters of said city shall decide in its favor at 
an election for that purpose, to be held at such time and conducted 
in such manner as the council of said city may direct. 

Wm. R. Morrison, 
Speaker of the House of Representatives. 
John Wood, 
Approved Feb. 18th, 1859: Speaker of the Senate. 

Wm. H. Bissei.l. 

United States of America, ) 

State of Illinois. j ^^' 

I, O. M. Hatch, secretary of state of the state of Illinois, do 
hereby certify that the foregoing is a true copy of an enrolled law, 
now on file in my ofiice. In witness whereof I have hereunto set 
my hand, and affixed the great seal of state, at the city of Spring- 
field, this 14th day of March, A. D. 1859. 

O. M. Hatch, 

Secretary of State. 



RULES AND REGULATIONS. 2S3 

THIRD AMENDMENT. 

An act to amend an act entitled "An act for the establishment of a system 
of Graded Schools in the City of Galesburg. 

Section. I Section. 

1. Assessment and Loans. | 2. Amendatory. 

Section \. Be it enacted by the people of the State of Illinois, 
represented in the General Assembly, that section seven from the 
word "Provided" in the fifth line from the top of said section, be as 
follows: "Provided said Board shall not for any one year require 
to be raised more than one per centum for the benefit of said 
schools on the assessed value of the real and personal property of 
said city for such year unless authorized by a majority of the votes 
cast at an election ordered by said Board for such purpose, notice 
of such election, and the time and place, having been given in ac- 
cordance with the city ordinance for elections in force at that time; 
nor shall said Board, or said city council, make any loan exceeding 
one thousand dollars, nor for a time longer than six months, for 
school purposes, unless authorized by a vote as aforesaid." 

Sec. 2. At the end of section ten add the following words: 
"Anything in the charter of the city of Galesburg to the contrary 
notwithstanding." 

Sec. 3. At the end of section twenty-three, add the following 
words: "And amendment thereto." 

Approved Feb. 14, 1865. 



RULES AND REGULATIONS. 

ORGANIZATION. 

Section 1. The members of the Board of Education shall meet 
and organize on the second Monday in June of each year, and the 
President shall appoint the following standing committees, each to 
consist of three members : 

1. School Buildings and Grounds. 

2. Text-Books, Rules and Regulations, Furniture and Supplies. 

3. Auditing. 

4. Teachers. 

The Superintendent of Schools shall be fx-oMcio a member of 
each committee. 



254 GALESBURG PUBLIC SCHOOLS 

RULES OF ORDER. 

Section 1. A majority of the members of the Board shall con- 
stitute a quorum. 

Sec. 2. The President shall preserve order and decide all questions 
of order subject to an appeal to the Board, In the absence of the 
President, a member of the Board shall be elected President pro tern. 

Sec. 3. No member shall entertain any private conversation while 
another member is speaking. 

Sec. 4. All resolutions shall be submitted in writing at the request 
of the President or any member. 

Sec. 5. Every member present shall vote on all questions which 
have been seconded and stated by the chair, unless excused by the 
Board or directly interested in the question. 

Sec. 6. The vote on any question shall be taken by yeas and nays 
when any member shall call for them, in which case the vote shall be 
recorded. 

Sec. 7. When a question is before the Board, no motion shall be 
received, except to adjourn, to lay on the table, to close the debate, to 
refer, to postpone to a certain time, or to amend ; and the motion shall 
take precedence in the order above named ; the first, second, and third 
shall be decided without debate, and second and third by a two-thirds 
vote. Any member may call for a division of the question when the 
sense will admit of it. 

Sec. 8. No more than two amendments shall be entertained at the 
same time to a proposition — that is, an amendment, and an amendment 
to an amendment — and the question shall be taken on the last amend- 
ment. 

Sec. 9. In all cases where a motion or resolution shall be entered 
on the minutes of the Board, the name of the member moving the same 
shall be entered. 

Sec. 10. All committees shall be appointed by the chair unless 
specially directed otherwise by the Board. 

*Sec. 11. All unpaid bills against the Board of Education must be 
found on file at the office of the Superintendent of Schools on the 
Saturday next preceding any regular meeting of the Board, and all 
parties who have contracted or ordered the same are required to call 
at his office during that day and pass upon the correctness of said bills, 
preparatory to submitting them to the Auditing Committee of the 
Board for payment. Also that supplies shall be bought only by the 
order of some member of the Board, or by the Superintendent of 
Schools. 



•Adopted, June 9, 1902. 



RULES AND REGULATIONS. 255 

Sec. 12. Roberts' Rules of Order shall govern the Board in all 
cases not otherwise provided for by these rules. 

GENERAL REGULATIONS, 

Section 1. The Board shall hold regular meetings on the second 
Monday of each month and such special meetings, from time to time 
as occasion may require, to be convened on the call, in writing, of the 
President or any two members of the Board. 

Sec. 2. When special meetings are called, the nature of the busi- 
ness to be transacted shall be stated in the call and notice for said 
meeting, and no other business shall be transacted at said meeting, 
except by unanimous consent of the members present. 

Sec. 3. The time for the regular meetings shall be 7 p. m. from 
October 1st to April 1st, and 7 :30 p. m. from April 1st to October 1st. 

Sec. 4. The order of business shall be : 

1. Reading the Record of the last regular and any inter- 

vening special meetings. 

2. Reports of Standing Committees in their order. 

3. Communications to the Board. 

4. Reports and suggestions by the Superintendent. 

5. Miscellaneous and unfinished business. 

Sec. 5. The Superintendent of Schools shall be appointed at the 
regular meeting in June of each year. 

Sec. 6. The teachers shall be appointed and their salaries fixed 
annually in the month of June, so far as practicable. 

Sec. 7. No appointment of Superintendent or teacher shall be for 
a term exceeding one year, and the Board reserves the right to dis- 
charge the Superintendent or any teacher, for cause. 

Sec. 8. The janitors shall be appointed and their wages fixed, an- 
nually, not later than the regular meeting in August. The janitor for 
each building shall be named by the Director living in that district, 
subject to the approval of the Board; and such EHrector may suspend 
such janitor for cause, and shall report such suspension to the Board 
for its approval. 

Sec. 9. The salaries or pay of teachers, officers, and other em- 
ployes shall not be increased or diminished during the time for which 
the appointments are made, and such salaries shall be allowed monthly 
by the Auditing Committee upon the certificate of the Superintendent 
of Schools that the services have been rendered. 



256 GALESBURG PUBLIC SCHOOLS 

Sec. 10. No other bill shall be paid until approved by the Auditing 
Committee and allowed by the Board. 

Sec. 11. Each Director shall constitute a local committee for the 
ward in which he resides. 

Sec. 12. The school year shall consist of nine months of four 
weeks each and shall be divided into three terms as follows : 

The first term shall begin on the first Monday in September, and 
continue sixteen weeks. 

The second term shall begin on the first Monday in January, and 
continue twelve weeks. 

After one week's vacation, the third term shall begin and continue 
eight weeks. 

Sec. 13. The morning session shall commence at eight o'clock and 
forty-five minutes, and close at twelve. The afternoon session shall 
commence at one o'clock and thirty minutes, and close at four; pro- 
vided that all pupils who are charged with no delinquencies may be 
dismissed at half past three. The Friday afternoon session may be 
shortened half an hour for teachers' meetings. 

Sec. 14. The schools shall be closed on all National and State 
holidays. When any of these holidays fall on Thursday, the school 
shall be closed for the remainder of the week. No school shall be dis- 
missed on any other day except by special permission of the Board. 

Sec. 15. Any regulation may be suspended by a vote of two-thirds 
of the members present. 

Sec. 16. No amendment shall be made to these regulations unless 
proposed at a regular meeting and laid over for one month before being 
considered. 

DUTIES OF THE SUPERINTENDENT. 

Section 1. It shall be the duty of the Superintendent to acquaint 
himself with whatever principles or facts that may concern the interests 
of education, and with all matters in any way pertaining to the organ- 
ization, discipline and instruction of public schools, to the end that all 
the children of this city who are instructed in the public schools may 
obtain the best education which these schools can impart. 

Sec. 2. He shall visit all the schools as often as his duties will 
permit, and shall pay particular attention to the classification of the 
pupils, and shall see that the regulations of the Board are faithfully 
carried out. 



RULES AND REGULATIONS. 257 

Sec. 3. He shall attend all the meetings of the Board and shall 
keep the Board constantly advised of the schools and of the changes 
required in the same. He shall report to the Board, from time to 
time, such regulations for the government and discipline of the schools, 
as he may deem expedient, and the same may be adopted by the Board ; 
and he shall also perform such other duties as the Board may from 
time to time direct. 

Sec. 4. The Superintendent shall carefully observe the teaching 
and discipline of all the teachers employed in the public schools, and he 
shall make such suggestions and give such instructions to the teachers 
as he shall deem best calculated to increase their efficiency as instruc- 
tors. He shall report to the Board whenever he finds a teacher de- 
ficient or incompetent in the discharge of his or her duties. 

Sec. 5. He shall attend and advise, when requested, with any 
standing or special committee, in respect to the matters committed to 
them. 

Sec. 6. He shall direct the examination for promotion in all 
grades, and no pupil shall be promoted or transferred from one school 
to another, without his approbation. 

Sec. 7. In case of sickness or temporary absence of any teacher, 
it shall be his duty to procure a proper substitute. 

Sec. 8. He shall prepare and certify to the monthly pay-roll of 
teachers and janitors. 

Sec. 9. It shall be his duty, upon consultation with the proper 
committee, to order and oversee such repairs and improvements as 
may be necessary from time to time, to keep all the school property in 
good condition. 

Sec. 10. He shall annually prepare a report embracing such facts 
and statistics in reference to the system of public schools of this city 
as may be of interest to the community. 

Sec. 11. His office hours on school days shall be from 8 to 9 a. m., 
and from 3 :30 to 4 :30 p. m. On Mondays he shall remain in his office 
until 12 m. 

TEACHERS. 

Section 1. All teachers in the public schools are required to make 
themselves familiar with these regulations, and especially with that 
portion which relates to their respective schools, and to see that these 
are faithfully observed. 

Sec. 2. The teachers shall punctually observe the hours appointed 
for opening and dismissing the schools, and during the school hours, 
shall devote themselves exclusively to the duties of their charge. 



258 GALESBURG PUBLIC SCHOOLS 

Sec. 3. The teachers may meet once in four weeks, on Friday 
afternoon, at half-past three, or at the call of the Superintendent, for 
the purpose of mutual consultation in regard to the interests of the 
schools, modes of discipline, of imparting instruction, etc. The session 
may continue two hours. A record of the meetings shall be kept, which 
shall be open to the inspection of the Board. 

S|Ec. 4. All teachers are required to open and remain in their 
rooms at least fifteen minutes before the time for commencing, morn- 
ing and afternoon. They shall not permit disorder, unnecessary noise 
or rude conduct in their rooms, at any time. Teachers failing to com- 
ply with this rule shall report their tardiness to the Superintendent. 

Sec. 5. The Principals of buildings shall be held responsible for 
the management of their respective schools. They shall prescribe such 
rules and regulations for halls, yards and outbuildings connected with 
same, and shall insure their being kept in a proper condition. The 
other teachers shall co-operate with them, not only during school hours, 
but during the time the pupils are on the school premises, at recess and 
before and after school. They shall use all reasonable efforts to pre- 
vent pupils from gathering on the school grounds before the hours for 
opening the school, and they shall require them to leave the premises 
at the close of the school. 

Sec. 6. Teachers may visit public schools for the purpose of ob- 
serving modes of instruction and discipline. Such visits shall not oc- 
cupy more than two days in a year, and one visiting day only can be 
taken in any term, and for this purpose only one room in the same 
building can be dismissed at the same time. 

Sec. 7. The teachers shall practice such discipline in their schools 
as would be exercised by a kind, firm and judicious parent in his fam- 
ily ; and they shall resort to corporal punishment only when milder 
means have been tried and found to fail. Each teacher shall keep a 
list of all cases of corporal punishment inflicted by said teacher, and 
at the close of each month shall report the same to the Superintendent, 
with date, name of pupil, and cause of such punishment. 

Sec. 8. They shall adhere to the Course of Study prescribed by 
the Board. 

Sec. 9. No teacher shall read or distribute any advertisement, nor 
allow any advertisement to be read or distributed in any schoolroom, 
or upon any of the school premises. 

Sec. 10. Notice of the supplies or repairs required in any of the 
schoolrooms should be sent, in writing, to the Superintendent, on 
Monday between 4 and 5 p. m. 



RULES AND REGULATIONS. 259 

Sec. 11. The books used and the studies pursued shall be such, 
and only such, as may be authorized by the Board ; and no pupil shall 
be allowed to retain connection with any public school unless furnished 
with books, slates, and other utensils required to be used in the class 
to which he belongs : Provided, that no pupil shall be excluded for 
such cause unless the parent or guardian shall be furnished by the 
teacher with a list of books or articles needed, and one week shall have 
elapsed after such notice, without the pupil's obtaining such books. 

Sec. 12. It shall be the duty of teachers, from time to time, to 
send reports to parents in such form as the Superintendent shall direct, 
indicating the standing of their children in scholarship and deport- 
ment. They shall also immediately notify parents of any irregularity 
in attendance on the part of their children, unless they have good 
reason to believe that such irregularity is unavoidable, and with the 
parents' knowledge and consent. 

Sec. 13. It shall be the duty of each teacher having charge of a 
room to make out a program of recitations and studies of the differ- 
ent classes in the school, at the beginning of each term, placing the 
same in a conspicuous place in the schoolroom for reference, and fur- 
nish the Superintendent with a copy, and notify him of any changes in 
the same. 

Sec. 14. The Board will not take notice of any charge against any 
teacher unless presented in writing and signed by at least one respon- 
sible person. 

Sec. 15. No teacher shall have the right to resign during the term 
for which he or she was appointed, without the consent of the Board, 
and at least two weeks' notice. 

Sec. 16. Each teacher shall keep his or her register and class book 
neatly and accurately, and in accordance with the prescribed forms, 
and at the end of the year return them to the Superintendent at his 
office. 

Sec. 17. The teachers are expected to give vigilant attention to the 
ventilation and temperature of their schoolrooms. 

Sec. 18. On the Friday preceding any general or special election, 
it shall be the duty of the teachers of all grades above the fourth year 
to explain to their pupils the meaning and purpose of the elective fran- 
chise as enjoyed in this country. 

Sec. 19. The Principals shall keep an inventory of all apparatus 
and supplies belonging to their buildings. 

Sec. 20. Teachers are prohibited from awarding prizes to pupils 
under their charge, unless authorized by the Board. 



260 GALESBURG PUBLIC SCHOOLS 

Sec. 2L Pupils shall not be permitted to answer calls from the 
room except in very especial cases and then only at the discretion of 
the Principal. 

Sec. 22. They shall read, from time to time, and explain to their 
schools, all the rules relating to pupils, that they may be distinctly un- 
derstood. 

PUPILS. 

Section 1. None but legal residents of Galesburg, between the 
ages of six and twenty-one years, shall be admitted into any of the 
public schools without the permission of the Board, and the payment of 
tuition, at the rate of fifty cents per week. 

Sec. 2. No pupil beginning the first year shall enter after the 
fourth week of the school term. 

Sec. 3. Pupils can only be admitted to the schools for the first 
time by a permit issued by the Superintendent, entitling them to enter 
Monday morning of any week. Pupils may be received during the first 
three days of any term ; after which, application for admission must be 
made on Monday mornings, at the office of the Superintendent. 

Sec. 4. Pupils shall attend school in the district in which they re- 
side, except when transferred by the Superintendent of Schools. The 
following grounds will be considered sufficient to warrant a transfer : 

(1). From a school which has more pupils than seats, to a school 
which has vacant seats. 

(2). In case of injury to health from greater distance traveled, 
the injury to be determined by certificate of some well accredited phy- 
sician. 

The above cases must present certificates of good standing in the 
schools they desire to leave. 

(3). For disciplinary purposes, when the good of the pupil and 
the good of the school make a change desirable. 

Sec. 5. Every scholar who shall be absent four half-days, or tardy 
four times, or who shall leave school without permission twice within 
four consecutive weeks, without a statement from the parent or guard- 
ian, given in person or by written note, stating that these absences were 
with his knowledge, or unless such absences shall be in accordance with 
the previous request of the parent or guardian, given in person or by 
written note, shall forfeit his seat in school, and the teacher shall forth- 
with notify the parent that the pupil is suspended; Provided, that no 
teacher shall be required to enforce this regulation until other reason- 



RULES AND REGULATIONS. 261 

able means for correcting such irregularities have been tried. No pupil 
who has been thus suspended shall be restored until the Superintendent 
has received satisfactory assurance from the parent or guardian that 
these irregularities will be corrected in the future. 

Sec. 6. Any pupil guilty of defacing or injuring any school prop- 
erty shall pay in full to the extent of the damage, and be liable to sus- 
pension or expulsion in case such injury was wantonly committed. 

Sec. 7. Any pupil who shall be absent from any regular examina- 
tion shall forfeit his or her seat, and shall not thereafter enter any of 
the schools of the city without a special permit from the Superintend- 
ent. 

Sec. 8. Whenever a parent or guardian wishes to have a pupil ex- 
cused from any regular study of his class, or regularly during any por- 
tion of school hours, for any reason whatsoever, he shall apply to the 
Superintendent in person or by written note, stating the reason for such 
request, and the Superintendent shall have power to grant it. 

Sec. 9. All the pupils are required to refrain from every kind of 
rude behavior in the school buildings, such as loud, boisterous laughing 
and talking, whistling, running and scuffling, and to conduct themselves 
as well-bred persons would do in a private house. 

Sec. 10. No games shall be permitted in the basements or yards 
which will endanger the safety of any property in the buildings or on 
adjoining grounds; nor upon the streets to the annoyance of the pass- 
ersby. Pupils are prohibited from throwing snow balls or missiles of 
any kind on the school premises, or on the streets adjacent. 

Sec. 11. Whenever the teachers of any school shall report to the 
Superintendent the name of any pupil whose conduct is considered such 
that he or she is unlit to be a member of the school, the case shall at 
once be examined by the Superintendent, and if, in his judgment, the 
pupil has been duly admonished, and he exhibits no signs of reforma- 
tion, he shall temporarily suspend the pupil. He shall inform the par- 
ent, stating the cause of suspension. Any pupil thus suspended may be 
restored at the direction of the Superintendent; but no pupil shall be 
finally expelled from school without the action of the Board. A record 
of all suspensions and expulsions shall be kept at the office of the 
Superintendent. 

Sec. 12. No pupils shall be advanced from one grade to another, 
except by special permission of the Superintendent, until they are able 
to sustain a satisfactory examination in all the studies of the grade 
from which they are to he transferred. Pupils may be sent into a lower 
class whenever their scholarship has been of the fourth rank two 



262 GALESBURG PUBLIC SCHOOLS 

months in succession, or whenever it seems probable that they will not 
attain a fair standing in a class to which they belong. The fourth 
rank shall be below an average of 75 per cent. 

Sec. 13. To complete the eighth grade or to graduate from the 
High School, the pupil's standing must not be lower than 75 per cent, 
in any subject unless the general average of all subjects exceeds 85 per 
cent. The standing shall be based upon the daily work and the final 
examination. In all other grades an average standing of 75 per cent, 
shall be required to admit the pupil to the grade above. 

Sec. 14. An excuse for every absence or tardiness shall be ren- 
dered in writing or in person by the parent or guardian of the delin- 
quent pupil. 

In such case the pupil shall not be entitled to the benefits of the 
school until the excuse is rendered. Provided, the teacher may, if he 
thinks best, permit the pupil to remain in school during the first half- 
day on which he shall come after the absence, or during the half-day 
on which the tardiness occurs, and require such pupil to bring the ex- 
cuse on the succeeding half-day. 

Sec. 15. Any child who comes to school without having given 
reasonable attention to cleanliness of person or dress, may be sent 
home to be prepared for school in a proper manner. 

Sec. 16. Teachers may require pupils, guilty of insubordination, 
to make an apology as openly and explicitly as the nature of the case 
may require. 

DIRECTIONS FOR KEEPING RECORDS. 

Section 1. The ages of all pupils shall be taken in years and 
months immediately upon their entering school. 

Sec. 2. Every pupil, upon entering the school, prepared with books 
and other requisites for performing his work, shall be enrolled as a 
member of the school, whether he be a member for one day, for one 
week, or for an entire term. 

Sec. 3. Every pupil who shall have been in attendance during half 
or more than half of a given session, shall be accounted present for 
that session ; otherwise he shall be accounted absent. 

Sec. 4. The name of any pupil who has been absent for six con- 
secutive half-days shall be dropped from the roll ; provided in cases 
when the pupil has left school not to return, his name may be dropped 
on the day of leaving. 

Sec. 5. Any pupil who may be absent from the schoolroom at a 
definite time previously fixed for the beginning of the session shall be 



RULES AND REGULATIONS. 263 

marked tardy; except in a case where a pupil, after having been pres- 
ent in the schoolroom shall be sent by the teacher into other parts of 
the school building, or upon the school premises, to attend to business 
connected with the school. 

Sec. 6. When a class finishes a grade, there is entered in the Grade 
Record for the school (1) the length of the time the class, or any par- 
ticular pupil, was in the grade; (2) the name of each pupil; (3) the 
age in years and months of each pupil at the time of completing the 
grade. 

Sec. 7. The average daily attendance shall be found by dividing 
the whole number of days present by the number of days of school. 

Sec. 8. The average number enrolled shall be found by taking 
one-half the sum of the enrollment and average daily attendance for 
the month. 

Sec. 9. The per cent, of attendance shall be found by dividing one 
hundred times the average daily attendance by the average number en- 
rolled. 

JANITORS. 

Section 1. The janitors shall remain in or near their respective 
building during the school hours, unless excused by the Principal, and 
devote their time to the duties pertaining to their position. 

Sec. 2. They shall have the rooms properly heated at least thirty 
minutes before the time of commencing school in the morning. 

Sec. 3. They shall carefully sweep the schoolrooms, wardrobes, 
and halls after the close of each school day, and shall carefully dust 
them before the opening of school in the morning, and when the Prin- 
cipal thinks necessary, shall scrub the rooms, wardrobes, halls, and 
windows with water. 

Sec. 4. They shall, during the time of snowfall, or sleet, keep 
brooms at the door for the use of pupils ; keep clean the steps and all 
the walks in and around the building; shall keep the basements in good 
condition, and shall see that the buildings are properly closed at night 
and at other times when the school is not in session. 

Sec. 5. They shall be kind and considerate of pupils, courteous to 
teachers, and helpful to the Principal in maintaining order in the hall- 
ways and on the school grounds. 

Sec. 6. They shall perform such other services as the Principal, 
Superintendent, or Board, may require. 

Sec. 7. They shall make a daily review of the school buildings 
and grounds, and report to the Principal or Superintendent any injury- 
done to the same ; and so far as they are able, make all repairs needed 
in term time. 



264 GALESBURG PUBLIC SCHOOLS 

*Sec. 8. They shall keep the grounds, including the terrace, in a 
neat and orderly condition. They shall keep the grass mowed with a 
lawn mower and neatly trim all edges. They shall keep the weeds out 
of the lawn and flower beds and let none go to seed. They shall 
gather all papers, rubbish, grass, etc., and place the same in receptacles 
or in the ash-room in the cellar, and under no circumstances throw, 
or allow the same in the street. 

Note. — These Rules and Regulations were adopted by the Board at 
the October meeting, 1890. 

RULES OF THE BOARD OF HEALTH. 

The Board of Health of the city of Galesburg, Illinois, hereby an- 
nounces the following rules for the guidance of the instructors in the 
public schools : 

Children coming from homes in which there exist contagious dis- 
eases or diseases believed to be contagious, shall not be allowed to at- 
tend school, even though they may have left their home and taken up 
their abode elsewhere. This rule shall be effective until the child shall 
have been away from home two weeks, or the Board of Health issues a 
certificate permitting said child to return to school. 

Should it appear that a child from any infected home shall be im- 
mune, it may, after leaving said infected home and after having its 
clothing properly disinfected, be allowed to attend school upon present- 
ing a certificate from the Board of Health. 

No pupil in whose home there shall be any one afflicted with small- 
pox, scarlet fever, measles, diphtheria, *whooping cough, or mumps, 
shall be allowed to attend school until the attending physician shall 
certify in writing, that there is no longer danger to others. 

In case there is no attending physician a certificate from the Board 
of Health must be obtained before returning to school. 

All clothing and school books used or handled by children while 
suffering from infectious, or contagious diseases must be thoroughly 
disinfected under the supervision of the Board of Health before worn 
or used in school. 

Ben D. Baird, M. D. 

September, 1903. Health Commissioner. 



•In case of whooping cough or mumps, the pupil afflicted must not be al- 
lowed to attend school until a physician's certificate Is issued an«l presented 
that there is no longer danger from contagion. Other members of the family, 
not afflicted, may attend school. 




LKSTER T. STONE 

Member of Board of Educatic 

1878-1911 



MR. LESTER T. STONE. 265 

MR. LESTER T. STONE.* 

Mr. Lester T. Stone died November 12, 191L The even- 
ing of the following day was the time for the regular No- 
vember meeting of the Board of Education. The Board 
met as usual with all the members present, but it took up 
no business. It simply voted to have the flags on all the 
school buildings placed at half-mast, to close the schools on 
the forenoon of the next day, to attend the funeral in a body, 
and to stand adjourned for one week. 

The death of Mr. Stone removed from the Board of Edu- 
cation its oldest member in point of service. He was serv- 
ing his 34th year, having had the unprecedented honor of 
being elected director twelve times in succession. So sat- 
isfactorily did he fill the position that his election was sel- 
dom contested. He was a member of the Teachers' Com- 
mittee for thirty years, and for twenty consecutive years of 
that time he was its chairman. For the last two years he 
had been chairman of the Building Committee as well as a 
member of the Teachers' Committee. 

Professor Churchill and Mr. L. T. Stone had more to do 
in the making of the schools of Galesburg what they are to- 
day than any other citizens. He was the successor in the 
Board to Professor Churchill as the teacher's friend. He 
realized and appreciated the trying problems that inevitably 
come to one who teaches forty to fifty pupils or more, and at 
such times he gave his sympathy and unqualified support. 
After the salaries had been greatly reduced in the later '70's, 
the records show that L. T. Stone was the one who led the 
movement in 1881 that resulted in having them restored. 
He took the same position in regard to the pay of the jani- 
tors. There was no advance in salaries during his time of 
service which he did not either champion or support. 

He was the pupil's friend, too. It was on his motion in 
1884 that the Board did away with that outrageous custom 
of making the promotion of a pupil depend solely on his 

*Mr. Stone died after the manuscript for this book was prepared. 



266 GALESBURG PUBLIC SCHOOLS 

answer to ten questions given in an examination at the end 
of the year. Mr. Stone's motion at that time was : "That 
the rule concerning the average standing of the pupils be 
amended so as to provide that in determining the standing 
of pupils for promotion or graduation, the year's work shall 
be taken into consideration." 

He was the tax-payer's friend, for he always did his best 
to have the district get the equivalent of every dollar ex- 
pended. Handling large sums of public money through a 
third of a century did not beget in him easy-going methods 
of expenditure. The only thing of which it can be said that 
he was extravagant, was of his own time, which he gave so 
generously to the interests of the schools. If his name does 
not lead the list, it is near the head, of those who have given 
their time to the good of the city without any remuneration. 

To L. T. Stone Galesburg owes an unusual debt of grati- 
tude for his long, faithful and valuable services ; and last 
spring it showed in a delicate way its appreciation of his 
worth by re-electing him to the Board when it was believed 
by all who knew him that he would not live to fill out the 
term. He saw the point clearly and appreciated it as only a 
strong deep nature could. In all his relations with the 
Board of Education nothing ever touched him so deeply as 
did this action of the people whom he had served so long. 
He felt that it was full pay for the services rendered. 

Mr, Stone possessed many of the qualities of an ideal 
Board member. By nature conservative, yet he enjoyed 
being progressive, "when shown." Always having great in- 
fluence on the Board, he exercised it in such a quiet and un- 
officious way as never to cause antagonism. Sensitive to 
public opinion, yet, when he had made up his mind that a 
certain line of action was right and best, no one could be 
less influenced by what people might think or say. He 
would wait until all the evidence was in before he expressed 
his judgment, and, when he had given his opinion, it was 
never necessary to call on him again to see if he had changed 



STATISTICS FOR 1910-1911. 267 

his mind. Although he was loyal to his friends, it was not 
necessary to be his friend in order to get a fair hearing and 
receive just treatment. He was as kind and tender hearted 
as a woman, yet he was inclined to give expression to such 
sentiments only by stealth. 

His friends and those who knew him only in a business 
way always found him honest to the core and incapable of 
doing a mean act or taking an unfair advantage. The writer 
never was associated with a person in whose judgment he 
had more confidence and on whose word he could more ab- 
solutely rely. 



STATISTICS FOR 1910-1911. 

Superintendent of Schools 1 

Teachers in the High School 25 

Teachers in the Graded Schools 69 94 



SUPERVISORS. 



Principal of High School 

Principal of Training School 

Music 

Drawing 

Physical Training 



Librarian of Children's Room 1 

School Nurse and Truant Officer 1 

Clerk to Principal of High School 1 

Janitors 1 1 

Engineer of Heating Plant 1 

Fireman of Heating Plant 1 13 

116 



268 



GALESBtJRG PUBLIC SCHOOLS 
TABLE L 



Showing the Number Enrolled, and the Number Withdrawn 
During the Year. 



SCHOOLS 


ENROLLED 


WITHDRAWN 




Boys 


GirU 


Both 


Boys 


Girls 


Both 


High School 

Churchill 


314 

194 

220 

216 

317 

131 

85 

235 

97 

17 


453 
187 
250 
231 
319 
120 

65 
230 
108 

25 


767 
381 
470 
447 
636 
251 
150 
465 
205 
42 


43 
34 
13 
21 
45 
17 
13 
31 
14 
I 


23 
34 
10 
16 
43 
15 

9 
29 
25 




66 
68 


Hitchcock 


23 


Lincoln 

Weston 

Douglas 


37 
88 
32 


Cooke 


22 


Bateman 


60 


Central Primary 


39 


E. Losey St 


1 






Total 


1826 


1988 


3814 


232 


204 


436 



TABLE n. 

Showing the A\'erage Enrollment, Attendance, etc., in 
Each School. 



SCHOOLS 


g 
si 

4^ 


it 

< 


Qg 

Si 

< 


J'-l 

< 


^ 

i^ 

k 

r 


8 

111 
< 


High School 


733.8 
346.6 
430.1 
418.3 
555.3 
222.7 
124.8 
424.2 
148.2 
37.1 


716.6 
331.8 
417. 1 
406.1 
531.2 
213.6 
119.1 
405.1 
137.4 
36.1 


700.7 
314.8 
406.4 
392.3 
504.6 
203.0 
113.7 
386.1 
125.0 
34.7 


97.7 
94.8 
97.4 
96.6 
94.9 
95.0 
95.4 
95.3 
90.9 
96.1 


637 

204 

85 

58 

146 

144 

32 

81 

95 

17 


398.5 


Churchill 


161.7 


Hitchcock 


236 2 


Lincoln 

Weston 

Douglas 


209.5 
249.6 
102.5 


Cooke 

Bateman 


65.5 
186 6 


Central Primary 

E. Losey St 


55.1 
19.2 






Total 


3441.1 


3314.1 


3181.3 


95.9 


1499 


1684.4 



STATISTICS FOR 1910-1911. 
TABLE III. 



269 



Showing the Number of Pupils Withdrawn from Schools During 
THE Year with Cause. 



SCHOOLS 


u 

3 


o 


2 
3 


V 

a 

i 


e 
1 

a 
D 


u 

c 




g 
:> 


1 


s 


High School 

Churchill 


18 
36 
15 
20 
55 
17 
14 
35 
32 
1 

243 


21 

20 
4 
8 

17 
5 
4 

10 

89 


6 
8 
3 
4 
8 
6 
2 
11 
5 


2 
1 

2 

'i 

1 


6 

1 

3 

4 

i 
i 


13 
2 

1 

'4 
2 

'2 


'i 

'2 

1 






66 
68 


Hitchcock 

Lincoln 


23 
37 


Weston 


88 


Douglas 

Cooke 

Bateman 


32 
22 
60 


Central Priniar_v. . 
E. Losey St 


39 
I 


Total 


53 


7 


16 


24 


4 






436 







TABLE IV. 

Showing the Number of Pupils Promoted from Each Gr.a.de, with 
Age at Time of Promotion. 



GRADES 


1 

•0 


e 
8 
>• 


s 
8 
>" 
00 




>- 






c 


e 


J 


e 


e 


e 
S 

>- 


t 

— 


E 

>- 


a 

S 
>- 




>- 


I 


First 


92 
5 


184 

82 

3 


49 
147 
92 

1 


18 

50 

161 

68 

8 


4 

21 

71 

136 

59 

2 


1 

4 

20 
49 
117 
42 
3 


1 

2 

9 

28 

83 

108 

49 

6 


'"] 
1 

7 
34 
73 
95 
56 


'7 
7 
35 
65 
95 


i 

"7 

8 
31 
56 


18 


"i 
4 




i 






349 


Second 

Third 


314 
357 


Fourth 




797 


Fifth 






316 


Sixth 








769 


Seventh 










745 


Eighth 












735 


















Total 


97 


269 


289 


305 


293 


236 


286 


267 


209 


103 


22 


5 




1 






2382 



270 GALESBURG PUBLIC SCHOOLS 

TABLE V. 

Showing the Number of Pupils Completing Grade, with 
Time in Grade. 



GRADES 


I 


II 


III 


Totol 


First 

Second 

Third 

Fourth 

Fifth 


124 
196 
284 
213 
245 
165 
190 
169 


117 
61 
28 
31 
27 
14 
8 
7 


108 
57 
45 
53 
44 
90 
47 
59 


349 
314 
357 
297 
316 


Sixth 


269 


Seventh 

Eighth 


245 
235 


Total 


1586 


293 


503 


2382 







Column I, number completing grade in one year. 

Column II, number completing grade in less than one year. 

Column III, number completing grade in more than one year. 



TABLE VI. 

Showing the Number Beginning First Grade, by Schools 
AND Terms. 



SCH(X>LS 


Fall 


Winter 


Spring 


Total 


Hitchcock 

Lincoln 


52 
39 
53 
18 
25 
48 
46 
13 


1 
1 

7 
6 

I 

4 
4 
4 


4 

5 
14 
10 

3 

9 
12 

1 


57 
45 


Weston 


74 


Douglas 

Cooke 

Bateman 


34 
29 
61 


Central Primary 

E. Losey St 


62 
18 


Total 


294 


28 


58 


380 







STATISTICS FOR 1910-1911. 271 

TABLE VII. 
Showing the Number of Colored Pupils, by Schools and by Grades. 



GRADES 


1 

-s 

X 


3 

6 


1 


a 


1 


4 
J 


1 

o 


.1 


ll 

c3 


(75 


J 


First 






1 


2 
3 


6 
5 
3 
6 
5 
2 
I 




2 
4 
3 
9 

4 


3 

1 

2 
3 


10 
5 
2 


.... 


24 


Second .... 






16 


Third 




2 
2 
6 
8 
4 
1 


.... 


13 


Fourth 




?1 


Fifth 




15 


Sixth 

Seventh . 




1 

6 


Eighth 














? 


Ninth 


6 
1 
2 










6 


Tenth 




















1 




















2 


Twelfth 














































Total 


9 


23 


2 


9 


28 




22 


9 


17 




119 



REPORT OF THE CHILDREN'S READING ROOM. 







1910-1911 






Library 


Schools 


Total 


June 


1950 
1763 
1863 
1969 
2633 
3141 
2616 
2757 
3021 
3249 
2897 
2437 




1950 


July 

August 




1763 




1863 


September 

October 

November 

December 

J anuary 

February 


'"'787" 
735 
777 
602 
883 
802 
851 
903 


1969 
3420 
3876 
3393 
3359 
3904 


March 


4051 


April 

May 


3748 
3340 






Total 


30296 


6340 


36636 



CHAPTER VII 

MEMBERS OF THE BOARD OF EDUCATION. 

The Board of Education is composed of one member 
from each ward, elected by the vote of the entire district, or 
city. 

The Mayor, City Clerk and City Treasurer are, accord- 
ing to the Charter, President, Clerk and Treasurer of the 
Board of Education. 

FIRST WARD. 

Chauncy S. Colton, June 1861-June 1864. 
J. V. N. Standish, June 1864-June 1867. 
Henry R. Sanderson, June 1867-May 1870. 
George W. Brown, June 1870-June 1872. 
George Churchill, June 1872-June 1873. 
Samuel J. Parry, June 1873-June 1876. 
George W. Foote, June 1876-June 1879. 
Samuel J. Parry, June 1879-July 1887. 
Oscar F. Price, Oct. 1887-June 1894. 
Miss M. Evelyn Strong, June 1894-May 1902. 
Mrs. G. W. Thompson, June 1902-June 1911. 
Gustave Wenzelmann, June 1911- 

SECOND WARD. 

Edwin Post, June 1861-June 1864. 
Albert Reed, June 1864-June 1867. 
Alfred Knowles, June 1867-June 1870. 
Hollis M. Hale, June 1870-June 1873. 
Alfred Knowles, June 1873-June 1876. 
J. Parke Cooke, June 1876-May 1878. 
Henry W. Carpenter, June 1878-June 1879. 
Nels F. Nelson, June 1879-June 1882. 
Peter F. Brown, June 1882-June 1885. 
C. C. Merrill, June 1885-June 1894. 
Louis N. Thompson, June 1894-June 1897. 

(272) 



2 -H 



I« -1 O 



"2. o 2 
3 •^— -; 



2 rt -i< 

3? O 

-a o 

c 2 r 



•X 






^. S'^ 



-•ft 




MEMBERS OF THE BOARD OF EDUCATION. 273 

J. C. Tunnicliff, June 1897-May 1898. 
C. C. Merrill, June 1898-June 1904. 
J. W. Hammond, June 1904-Sept. 1904. 
C. E. Johnson, Oct. 1904-June 1909. 
W. S. Purington, June 1909-June 1911. 
Mrs. G. W. Thompson, June 1911- 

THIRD WARD. 

David Sanborn, June 1861-June 1866. 
Wm. E. Dunn, June 1866-June 1869. 
John C. Stewart, June 1869-June 1872. 
John McFarland, June 1872-June 1875. 
C. E. Lanstrum, June 1875-June 1878. 
Geo. A. Murdoch, June 1878-June 1884. 
Neely C. Woods, June 1884-July 1889. 
Geo. A. Murdoch, June 1889-June 1896. 
L. F. Wertman, June 1896- 

FOURTH WARD. 

Geo. H. Ward, June 1861-June 1868. 
Benjamin S. Stanley, June 1868-June 1874. 
Geo. L. Arnold, June 1874-June 1886. 
Frank S. Bartlett, June 1886-July 1892. 
J. W. Hammond, Aug. 1892-June 1904. 
Frank S. Bartlett, June 1904-June 1907. 
R. O. Ahlenius, June 1907- 

FIFTH WARD. 

Clement Leach, Jr., June 1861-Oct. 1861. 
Isaac N. Candee, Nov. 1861-June 1868. 

E. P. Williams, June 1868-May 1870. 
M. D. Cooke, June 1870-June 1877. 
W. C. Calkins, June 1877-June 1883. 
M. D. Cooke, June 1883-May 1889. 

F. F. Cooke, June 1889-Apr. 1891. 
C. E. Switzer, May 1891-June 1895. 
Mrs. Martha H. Read, June 1895- 

SIXTH WARD. 

R. P. Sage, June 1861-June 1863. 
George Churchill, June 1863-June 1872. 
Fred A. Willoughby, June 1872-June 1875. 
R. W. Hunt, June 1875-June 1878. 
Lester T. Stone, June 1878-Nov. 1911. 



274 GALESBURG PUBLIC SCHOOLS 



SEVENTH WARD. 



A. H. Huntington, Apr. 1870-June 1870. 
H. D. Burlingham, June 1870-Dec. 1870. 
A. H. Huntington, Dec. 1870-June 1873. 
Clement Leach, Jr., June 1873-June 1876. 
Thos. L. Clarke, June 1876-June 1879. 
H. W. Belden, June 1879-June 1882. 
Robert W. Colville, June 1882-June 1885. 
S. B. Inman, June 1885-June 1897. 
Charles Van Brunt, June 1897-July 1905. 
W. A. Marshall, Aug. 1905-Aug. 1907. 
John J. Berry, Sept. 1907- 



THE TEACHERS. 



A COMPLETE LIST OF THE TEACHERS FOR THE FIRST HALF CEN- 
TURY, WITH THE TIME OF SERVICE A LIST 

OF THE FAITHFUL. 

A history of the schools without any reference to the in- 
valuable services of the teachers, would seem incomplete 
and wanting in appreciation ; for the real work, for which 
the schools were organized in 1861, and for which they were 
supported through the following fifty years, was done by 
them. Everything described in these pages was done in 
order that the teachers individually might perform their 
work better, but only the names of those who chanced to be 
connected with the event described, have thus far been men- 
tioned. A complete list of the teachers with their time of 
service is here given. It is possible that some names may 
have been omitted as the appointments to fill vacancies oc- 
curring during the school year are made by the Teachers' 
Committee at irregular times, and some of them, for this 
reason, do not get on the Records of the Board. It is 
thought, however, that all of these have been traced, by 
means of the Attendance Record. 



THE TEACHERS. 



275 



SUPERINTENDENTS. 





Term Begun 


Term Ended 


Years 


Mos. 


Guild, R. B. 




1861 




1862 


1 




Roberts, Junius B. 




1862 




1874 


12 




Andrews, Matthew 




1874 




1885 


11 




Steele, William L. 




1885 






26 




HIGH 


SCHOOL PRINCIPALS. 








Hayes, Edward 




1868 




1869 


1 




McCall, Mrs. Sarah M. 




1868 


Mar. 


1875 










1875 




1876 


7 


7 


Gettemy, Mrs. Mary E. 


Apr. 


1875 




1875 










1876 




1895 


19 


3 


Thomson, Frank D. 




1895 




1909 


14 




Willis, Arthur W. 




1909 






2 






TEACHERS. 










Ahlenius, Bertha — H. S. 


Jan. 


1908 






3 


5 


Aiken, Lewis B. 




1872 


Mar. 


1873 




7 


Albert, Grace 




1910 






1 




Aldrich, Anna L. 




1889 




1891 


2 




Aldrich, H. G.— H. S . 




1910 




1911 


1 




Anderson, Amy B. 




1907 






4 




Anderson, Eulalia 




1904 






7 




Anderson, Nancy E. 




1909 


Jan. 


1910 




5 


Anderson, Tillie 




1877 


Mar. 


1879 


1 


7 


Andrews, Miss E. L. 




1862 


Nov. 


1868 


6 


3 


Armstrong, Anna M. 


Jan. 


1882 






29 


5 


Armstrong, Lillian O. 




1890 




1894 


4 




Armstrong, Nellie C. 




1893 






18 




Armstrong, Nettie H. 




1885 
1901 




1900 


25 




Arnold Frances — H. S. 




1898 




1904 


6 




Arnold, Lettie 




1880 




1885 


5 




Arnold, Martha 


Jan. 


1903 




1911 


8 


5 


Atwood, Nellie — H. S. 




1903 




1904 


1 




Ayres, Cornelia 


Apr. 


1871 




1874 


3 


2 


Ayres, Jessie E. 




1875 




1876 


1 




Babcock, Lenora E. 


Nov. 


1877 




1886 


8 


7 


Babcock, Lucy M. — H. S. 




1896 
1898 




1897 
1900 


3 




Backman, Lillian 




1901 






10 





276 



GALESBURG PUBLIC SCHOOLS 





Term Begun 


Term Ended 


Years 


Mos. 


Baker, Stella 




1906 






5 




Baltz, Pauline 




1907 




1911 


4 




Barnes, Jennie 


Jan. 


1867 




1867 




6 


Barnes, Sarah L. — H. S. 




1861 


Jan. 


1863 










1863 




1865 


3 


5 


Bartlett, Alice A. 




1864 


Dec. 


1864 




4 


Bartlett, Anna G. 


Apr. 


1865 




1865 




2 


Bartlett, Carrie A. 




1887 




1889 


2 




Bassett, Helen M. 




1863 
1885 




1884 
1894 


30 




Bassett, Jennie A. 




1864 




1865 


1 




Bassett, M. Josephine — H. 


S. 


1866 
1871 


Dec. 

Mar. 


1869 
1874 










1874 


Nov. 


1874 


6 


4 


Bassler, Lillie C— H. S. 


Jan. 


1882 
1886 




1885 
1890 










1894 




1895 


8 


5 


Bates, Leroy, S. 


Apr. 


1874 




1875 


1 


3 


Bates, Myrtle M. 




1909 






2 




Battell, Mabel 




1906 




1910 


4 




Baxter, Mabel W.— H. S. 




1900 




1906 


6 




Beals, Almeda 


May 


1869 




1870 


1 


2 


Bechtel, Mrs. G. O.— H. S. 




1910 


Dec. 


1910 




4 


Becker, Emma J. — H. S. 




1869 


Sep. 


1870 








Jan. 


1871 




1877 


7 


7 


Becker, Sue L. 




1886 


Dec. 


1889 


3 


4 


Beecher, Velina C. 




1869 


Mar. 


1872 


2 


7 


Belden, Katherine 




1885 


Dec. 


1890 


5 


4 


Belville, Mrs. H. H. 


Jan. 


1871 




1871 




6 


Benedict, Helen C. 


Jan. 


1884 




1887 


3 


5 


Bergen, M. J. 




1873 


Dec. 


1873 




4 


Bergland, Alice E. 




1890 






21 




Bibbins, E. May 




1910 






1 




Billings, Eva M. 




1878 




1883 


5 




Blackstone, Harriet — H. S. 




1895 




1901 


6 




Blaine, Sarah 




1895 




1899 


4 




Blake, Sadie E. 




1883 




1894 


11 




Blodgett, Estelle 




1894 




1897 


3 




Blunt, A. E. 




1861 


Jan. 


1863 


1 


6 


Bostwick, O. P. 




1879 




1880 


1 




Boutelle, Carrie M. 




1887 




1890 


3 




Breckenridge, H. 


Feb. 


1867 




1867 




5 







I 


•HE TEACHERS. 








277 








Term Begun 


Term Ended 


Years 


Mos. 


Bridge, 


Earle— H. S. 




Oct. 


1906 






4 


8 


Bridge, 


G. H.— H. S. 






1881 






30 




Brillhart, Don O.— H. 


S. 


Feb. 


1906 




1907 


1 


4 


Brooks, 


, Harriett 






1893 




1900 


7 




Brown, 


Abraham M. 






1871 




1872 


1 




Brown, 


Belle A. 






1878 




1879 


1 




Brown, 


Julia F. 




Jan. 


1863 




1863 












Jan. 


1864 




1866 


3 


2 


Brown, 


Kate Louise— 


-H. 


S. 


1904 


Dec. 


1904 




4 


Buck, Nannie Mer 






1901 




1904 


3 




Buckner, Jessie — Drawin] 


S Sup. 


1902 




1907 


5 




Bullock 


:, Ida 






1871 


Mar. 


1876 


4 


7 


Burnau 


gh, Juanita 






1910 






1 




Burton, 


, Amy J. 






1903 


Mar. 


1910 


6 


7 


Burton, 


, Nettie A. 






1881 




1883 


2 




Butler, 


Anna 






1895 




1906 


11 




Butler, 


L. P. or C. 






1880 




1881 


1 




Byram, 


Hester O. 






1890 




1899 


9 




Callihan, T. W.— H. S 






1910 






1 




Campb* 


t\\, Laura A. 






1884 


Dec. 


1886 


2 


4 


Campb( 


ill, L. J. 






1904 




1906 


2 




Candee 


, Alice 




Dec. 


1861 


Sep. 


1865 


3 


8 


Candee, 


, Anna 






1863 


Sep. 


1867 












Feb. 


1869 




1870 


5 


5 


Carley, 


Amber 






1910 


Dec. 


1910 




4 


Chaffee 


, Mary B. 






1870 




1877 


7 




Chandli 


er, Alice D. 




Jan. 


1870 




1870 




6 


Chandl( 


er, Robert A.— 


-H. 


S. 


1902 


Dec. 


1907 


5 


4 


Chapin, 


, Carrie L. 






1888 






23 




Chapin, 


, Gertrude R.— 


-H. 


S. 


1889 




1900 


11 




Chase, 


Kate E. 






1910 






1 




Churchill, Julia 






1863 




1864 












Dec. 


1869 


Mar. 


1871 












Jan. 


1872 




1873 


5 




Clark, ] 


Elizabeth 






1876 




1877 


1 




Clarke, 


Grace A. 






1903 




1910 


7 




Clarke, 


Kittie G. 


« 




1868 
1871 
1874 
1881 
1882 


Dec. 
Dec. 


1870 
1873 
1880 
1881 
1895 


23 


8 


Clark, : 


Lillie E. 






1891 






20 





278 GALESBURG PUBLIC SCHOOLS 





Term Begun 


Term 


Ended 


Years 1 


VIos. 


Claycomb, Hattie 


Feb. 


1872 




1872 




5 


Claycomb, Mary J. — H. S. 




1869 




1872 


3 




Colby, Mrs. R. K. 




1861 




1863 


2 




Cole, Mary 




1861 




1862 


1 




Collier, Helen M. 


Jan. 


1874 




1878 


4 


6 


Collins, Nellie C— H. S. 




1901 






10 




Coolidge, Walter F.— H. S. 




1900 




1902 


2 




Colton, Mrs. Alice C. 




1881 


Mar. 


1889 


7 


7 


Colville, Alice C. 




1893 




1896 


3 




Colville, Helen 




1905 






6 




Comstock, Clara E. 




1889 




1890 


1 




Conger, Hannah W. 




1863 


Oct. 


1863 




2 


Conger, Jennie B. 


Jan. 


1887 




1887 




5 


Connerton, Anna 


Apr. 


1890 




1898 


8 


2 


Converse, Mrs. A. L. — H. S. 


, Mar. 


1873 




1879 


6 


4 


Cooke, Mrs. M. D. — Music 


Sup. 


1867 
1872 




1871 
1873 


5 




Corbin, Jennie S. 




1877 
1901 




1900 


33 




Corbin, Mabel L. 




1895 




1899 


4 




Cotes, Carrie E. 




1877 




1882 








Oct. 


1882 


Mar. 


1883 


5 


5 


Craven, Kate E. . 




1867 




1868 


1 




Crocker, Miss O. V. 




1863 


Nov. 


1863 




3 


Curtis, Edward H. 




1863 




1864 


1 




Davis, Ellen 




1890 






21 




Davis, Inez G. 




1878 




1881 


3 




Davis, Teressa 




1904 




1910 


6 




DeLong, A. N.— H. S. 




1902 




1905 


3 




Dewhirst, J. M.— H. S. 




1907 






4 




Deiterich, Helen F. 




1869 




1870 


1 




Doll, Harriet L. 




1873 




1900 


27 




Dunn, Emma — H. S. 


Jan. 


1875 




1880 


5 


5 


Eastes, Carrie A. 




1893 




1911 


18 




Eduard, Carl 




1870 




1875 


5 




Edwards, Flora A. 


Jan. 


1872 




1872 




6 


Emrich, Lillian M. 




1893 




1904 


11 




Ericson, Josephine 




1895 






16 




Everest, Mary 




1861 




1870 










1871 


Dec. 


1872 


10 


5 


Farnham, Jerusha B. 




1864 




1865 


1 




Farnham, Martha 




1870 




1871 


1 





THE TEACHERS. 



279 



Felch, R. P.— H. S. 
Ferris, Etolia M. 
Ferris, Mary E. 
Field, Emma 
Finch, Ermina 
Fleharty, Grace M. 
Poland, R. R.— H. S. 
Folger, Sarah B. 
Foote, Minnie A. 
Freer, Elizabeth I. 
Frost, Sarah G. 

Fuller, Emily L. 
Fuller, Emma A. 

Fuller, Eugenie — H. S. 
Gardner, Abbie 
Gaumer, Mildred 
George, Mrs. Adda G. — H. 
Gettemy, Mrs. M. E.— H. S. 

Gilbert, Ella P. 
Glenn, Ida — Drawing Sup. 
Goldquist, Lottie 
Goldsmith, Helen Grace 
Goldsmith, Mary I. 
Golliday, Theo.— H. S. 
Goodsill, A. Claire — H. S. 
Greenwood, E. May 
Gross, Mrs. 

Grubb, Mary B. — Drawing I 
Gumbiner, Sadie 
Hague, Frances M. 
Haigh, Emma 
Hammond, Ella May 
Hammond, H. Belle 
Hanson, Huldah 
Harris, Nina A. 
Harshbarger, Alice 
Harvey, Gertrude — H. S. 
Hasbrook, Mrs. Sarah A. 
Hathaway, Ann E, 



Term Begun 


Term Ended 


Years 


Mos. 


1897 


1901 


4 




1906 


1909 


3 




1863 


Nov. 1863 




3 


1861 


1863 


2 




1861 


1869 


8 




1905 




6 




1907 


1908 


1 




1892 


Jan. 1903 


10 


5 


1877 


Nov. 1880 


3 


3 


1897 


1903 


6 




1879 


1882 






Nov. 1882 


1884 


4 


7 


1895 




16 




1897 


1902 






1903 


1904 


6 




1879 


1886 


7 




Apr. 1910 




1 


2 


1910 




1 




3. 1905 


1909 


4 




1875 


1876 






1895 


1901 


7 




1899 


1910 


11 




1907 




4 




Apr. 1875 




36 


2 


Jan. 1888 




23 


5 


1862 


Dec. 1862 




4 


1909 




2 




1906 




5 




1870 


1871 


1 




1861 


1862 


1 




>up. 1901 


1902 


1 




1905 




6 




1878 




33 




Oct. 1877 


1878 




8 


Apr. 1889 




22 


2 


Jan. 1896 


1907 


11 


5 


1910 




1 




Jan. 1898 


1902 


4 


5 


1898 


1904 


6 




1896 


1897 


1 




1872 


1879 


7 




1872 


1873 


1 





280 



GALESBURG PUBLIC SCHOOLS 



Haven, Ella C. 
Hayes, H. E.— H. S. 
Hayes, L. Y. 
Heath, Lena M. 
Hebbard, Helen 
Hedberg, Fannie E. 
Henry, M. Bess— H. S. 
Henshaw, Nettie L. 
Hewey, G. W.— H. S. 
Hibbard, Iris 
Hickok, Emma 
Hill, Edna B. 
Hill, Jennie 
Hinckley, Bessie L. 
Hoben, Rose M. 
Hoflfman, Frank S. — H. S. 

Hogan, Annie S. 
Hogan, Margaret G. 
Hoisington, Carrie E. 
Hollingsworth, Lydia S. 
Hollis, Jennie F. 
Holmes, Blanche 
Holmes, Lucy E. 
Horton, Clara O. 
Hotaling, Nettie L. 
Housel, G. R. — Music Sup. 
Howard, Sarah A. 
Hoyle, Mary E. 
Hummel, Adam A. — H. S. 
Hunt, Mary E. 
Hard, Henry M. 
Hurlbut, Isabella 
Hurst, Harriet 
Irish, S. B.— H. S. 
Irwin, Lucy A. 
Irwin, Sara J. 

Jacobson, James P. — H. S. 
Jelliff, Fred R.— H. S. 
Jempson, Lida 
Johnson, J. T.— H. S. 
Kelly, Carrie M. 



Term Begun 


Term Ended 


Years 


Mos. 




1876 


Dec. 


1876 




4 


Jan. 


1867 




1868 


1 


6 




1865 


Nov 


1865 




3 


Mar. 


1890 


Feb. 


1905 


15 






1870 


Dec. 


1870 




4 


Jan. 


1890 






21 


5 


Jan. 


1907 






4 


5 




1861 




1870 


9 






1910 






1 






1909 




1910 


1 




Jan. 


1890 




1902 


12 


5 




1905 




1906 


1 






1877 




1881 


4 






1899 




1900 


1 






1901 






10 




Nov. 


1870 




1871 








1872 


Mar. 


1873 


1 


5 




1905 






6 






1907 






4 




Feb. 


1884 




1886 


2 


4 




1868 




1871 


3 




Dec. 


1891 
1907 




1896 


4 
4 


6 


Jan. 


1873 
1879 




1873 


32 


6 




1896 




1904 


8 






1888 




1902 


14 




Jan. 


1867 


Apr. 


1870 


3 


3 




1867 




1868 


1 






1902 




1905 


3 




Dec. 


1880 




1892 


11 


6 


Apr. 


1865 




1865 




2 




1866 




1867 


1 






1901 




1902 


1 






1910 






1 






1870 




1871 


1 






1871 


Dec. 


1871 




4 




1909 




1911 


2 






1879 




1882 


3 






1890 


Mar. 


1892 


1 


7 


Jan. 


1897 




1902 


S 


5 




1899 




1903 


4 





THE TEACHERS. 



281 



King, Mabel 
Kingsbury, Miss 
Knight, Edith L. 
Knight, Mamie 
Knowles, Mary 
Kobel, Estella 
Lanphear, Lillian 
Lanphere, Sabrina 
Lapham, Gail H. — H. S. 
Lass, Edith 
Lathrop, Delia 
Lawrence, Annie 
Leach, Miss E. F. 
Lecompte, Miss A. M. 
Lee, Mary A. 

Lee, Sarah C. 
Lemon, Mrs. S. R. 
Lescher, Gertrude 
Lind, Johanna C. 
Lindquist, Lillian 
Little, Josephine K. 
Lockwood, Alice 
Lockwood, Emily E. 
Long, Jennie A. 
Long, Robert E.— H. S. 
Longenecker, Ida 
Love, Louisa J. 
Lowry, Anna 

Lundgren, Tillie 

McCall, Ida M.— H. S. 
McCollum, Emma J. 
Maclay, Lizzie J. 
Maclay, Martha P. 
Maclay, Nora 

McLernon, Bernadine 
McMillen, Jennie 
Main, Frances M. 
Maley, Mary E. 



Term Begun 


Term Ended 


Years 


Mos. 




1896 




1897 


1 






1861 




1862 


1 






1904 






7 




Jan. 


1890 




1890 




5 




1873 




1878 


5 






1900 




1905 


5 






1903 




1907 


4 






1861 




1862 


1 






1903 






8 




Jan. 


1908 
1904 




1909 


1 
7 


5 




1881 




1883 


2 






1863 




1864 


1 






1869 




1871 


2 




Jan. 


1867 


Apr. 


1867 






Jan. 


1868 




1871 


4 






1862 




1868 


6 




Nov. 


1886 




1890 


3 


7 




1910 


Dec. 


1910 




4 




1896 


Dec. 


1906 


10 


4 




1901 






10 




Nov. 


1873 


Mar. 


1874 




5 




1871 


Mar. 


1875 


3 


7 




1867 




1879 


12 






1888 






23 




Jan. 


1909 




1910 


1 


5 




1876 




1879 


3 






1866 




1870 


4 






1877 




1882 






Jan. 


1883 




1884 


6 


5 


Nov. 


1890 




1893 






Jan. 


1894 




1897 


6 


3 




1880 




1887 


7 






1890 




1905 


15 






1870 




1873 


3 






1870 


Mar. 


1880 


9 


7 




1872 




1877 






Apr. 


1879 
1909 


Feb. 


1884 


9 

2 


8 




1861 




1863 


2 






1904 




1911 


7 






1901 






10 





282 



GALESBURG PUBLIC SCHOOLS 



Mann, Helen 
Manville, Mrs. 
Mariner, Ada 
Marshall, Emily C. 
Mason, S. Amanda 
Mathis, Soflena E. — Phys. 
Mawhorter, W. R.— H. S. 
Mead, Jessie 
Meeker, Rilla C— H. S. 
Mendenhall, Hattie E. 
Miller, Fannie J. 
Miller, Fred A.— H. S. 
Miller, Maggie S. 
Miller, Margaret 
Miller, Sarah E. 
Mitchell, Alice 
Mitchell, Mrs. 
Mitchem, Elizabeth 
Morton, Cornelia 
Muir, Ella 
Mullen, Margaret 
Munson, Dorothy T. 
Nash, Ruth 
Nelson, Marian 
Nelson, Mattie A, 
Nelson, Retta 
Newcomb, Mary 
Newell, Lottie L 



Norton, Anne L. 
Norton, Eugenia 
Noyes, Charlotte M. 
Nystrom, Verna 
O'Brien, Myra 
Olson, Irene 
Owens, Theo. 
Packard, Cora M. 
Page, Mary — H. S. 
Parker, Carrie A. 
Parker, Isah T. 
Patch, Myra H, 



Term Beg^un 


Term 


Ended 


Years 


Mos. 


1910 






1 




May 1866 




1866 




2 


Jan. 1886 




1886 




5 


1899 




1901 


2 




1873 




1877 


4 




Dir. 1905 






6 




1907 




1910 


3 




1883 


Dec. 


1883 




4 


1893 




1898 


5 




1866 


Dec. 


1866 




4 


1884 




1887 


3 




1898 




1900 


2 




1883 




1888 


5 




1899 




1900 


1 




Jan. 1870 




1877 


7 


6 


1908 






3 




Oct. 1866 


Nov. 


1866 




1 


Nov. 1866 


Dec. 


1866 




2 


Jan. 1868 




1868 




5 


1901 




1904 


3 




1885 


Sep. 


1890 


5 


1 


1904 






7 




1902 




1903 


1 




1875 






36 




Jan. 1911 








5 


Oct. 1906 




1907 




8 


Nov. 1876 




1878 


1 


7 


1870 




1877 






Apr. 1879 




1880 






Jan. 1884 




1888 


14 


3 


1900 




1907 


7 




Jan. 1872 


Dec. 


1889 


18 


1 


Apr. 1871 




1877 


6 


2 


1907 




1909 


2 




1901 




1904 


3 




1906 




1907 


1 




1868 




1870 


2 




Oct. 1891 




1893 


1 


8 


Oct. 1905 






5 


8 


1881 




1884 


3 




1877 


Dec. 


1881 


4 


4 


1890 






21 





THE TEACHERS. 



283 



Perkins, Mrs. E. C. 
Perrigo, Horace 
Perry, A. J. 
Peterson, Ada 
Peterson, Eda C. 
Peterson, Lola E. 
Peterson, Selma 
Peterson, Willma 
Pettee, Lucia L. 
Pettee, Sara E. 
Phillips, Maggie 
Phillips, W. A. 
Pike, Fannie E. 
Pine, Ethlyn 
Piatt, May F. 
Poole, Emma L. 
Potter, Alice S. 
Potter, Harriet J. 

Powell, Annie 
Prall, Walter— H. S. 
Preston, Nannine W. 
Pryne, Josie M. 
Puffer, H. E. 
Ragon, Nellie 
Ratcliffe, Belle— H. S. 
Rawalt, L. Maude 
Rawles, Blanche 
Ray, Jessie F. — H. S. 
Read, May A.— H. S. 
Rearick, Marie O. 
Reigle, Mabel— H. S. 

Reynolds, Ellen T. 
Rhodes, Mrs. Clara G.— 
Richey, Frances — H. S. 
Richey, Mary Olive — H. 
Risley, Inez M. 
Ritchie, R. R.— H. S. 
Roberts, A. C— H. S. 
Roberts, H. L.— H. S. 
Root, Augusta E. 



Ter 


m Begun 


Term Ended 


Years 


Mos. 


Oct. 


1867 


Mar. 


1868 




6 


Nov. 


1870 


Apr. 


1871 




6 


Jan. 


1873 
1887 




1873 


24 


6 




1888 




1893 


5 






1906 




1911 


5 




Jan. 


1903 
1908 
1871 




1903 


3 
40 


5 


Jan. 


1870 




1887 


17 


6 


Jan. 


1890 




1909 


19 


5 


Nov. 


1895 


Apr. 


1896 




4 




1870 


Dec. 


1870 




4 




1904 




1905 


1 






1899 




1903 


4 




Jan. 


1867 




1870 


3 


5 




1884 




1890 


6 




Jan. 


1890 




1893 






Jan. 


1894 




1897 


7 


1 


Apr. 


1880 




1880 




2 




1901, 


Oct. 


1906 


5 


2 




1899 






12 






1875 


Mar. 


1879 


3 


7 




1903 




1904 


1 






1909 




1911 


2 




Jan. 


1905 


Dec. 


1906 


2 




Jan. 


1898 
1910 
1900 




1906 


8 

1 

11 


5 


Jan. 


1901 






10 


5 




1907 




1909 


2 




Jan. 


1907 




1910 






Jan. 


1911 






4 


1 


Jan. 


1890 


Dec. 


1890 


1 




H. S. 


1903 
1910 






8 

1 




S. 


1897 
1895 




1910 


13 
16 






1908 




1909 


1 






1895 






16 






1906 




1907 


1 






1894 




1895 


1 





284 



GALESBURG PUBLIC SCHOOLS 





Term Begun 


Term Ended 


Years 


Mos. 


Rose, Helen E. 




1895 




1909 


14 




Runkle, Louise 




1903 




1910 


7 




Ryan, Annie M. 


Oct. 


1873 


Apr. 


1878 


4 


8 


Ryan, Lizzie M. 




1880 




1886 


6 




Schryver, Annie A. 




1877 




1883 


6 




Scudder, Ella M. 




1889 




1895 


6 




Sensiba, Georgia 




1886 




1898 


12 




Shannon, Maud M. 




1899 




1901 


2 




Shedd, Mary E. 




1887 




1889 


2 




Shields, Sara 


Jan. 


1867 




1869 


2 


6 


Shove, Louise A. 




1862 


Apr. 


1865 


2 


8 


Shugart, Jennie M. 




1882 


Oct. 


1882 










1883 


Dec. 


1887 


4 


5 


Sidell, R. R.— H. S. 




1909 




1910 


1 




Sisson, Anna M. — H. S. 




1895 




1910 


15 




Sisson, Dora E. — H. S, 




1887 




1888 








Jan. 


1891 




1893 


3 


5 


Sisson, Frances O. 


Jan. 


1891 




1891 




5 


Sisson, Margaret M. 




1893 




1897 


4 




Skinner, Fannie A. 




1877 




1879 


2 




Slack, Noma 




1909 






2 




Slater, Amanda M. 


Feb. 


1864 




1869 


5 


5 


Slater, Annie E. 


Nov. 


1867 


Apr. 


1869 


1 


6 


Slattery, Lizzie 




1887 




1899 


12 




Slattery, Margaret 


Feb. 


1911 








4 


Smiley, Elizabeth K.— H. 


S. 


1909 






2 




Smith, Miss A. E.— H. S. 




1861 




1863 


2 




Smith, Georgia A. 




1887 




1906 


19 




Smith, Grace B. 




1900 




1908 


8 




Smith, Laura L. 




1898 




1910 


12 




Smith, Lillie R. 


Apr. 


1882 
1883 


Dec. 


1882 
1884 










1885 




1887 


3 


6 


Smith, Minnie L. — H. S. 




1888 






23 




Somers, Anna M. 




1886 




1895 


9 




Somers, Annie 




1884 




1885 


1 




Spandau, H. M.— H. S. 




1910 




1911 


1 




Speed, Frances E. 




1893 




1905 


12 




Spinner, Delia — H. S. 


Jan. 


1911 








5 


Stanley, Anna G. 


Jan. 


1870 
1871 




1870 

1872 








Jan. 


1873 


Mar, 


1873 


1 


8 







THE TE 


;achers 


1. 






285 






Term Begun 


Term Ended 


Years 


Mos. 


Steele, 


Eliza L. 




1884 


Dec. 


1885 


1 


4 


Steele, 


Nellie 




1880 




1881 


1 




Stevens 


;, Mabel 




1896 


Jan. 


1899 


2 


5 


Stevens 


), Mary J. 




1907 




1909 










Jan. 


1910 


Dec. 


1910 


3 




Stevens 


;, Mary M. 


Jan. 


1877 




1877 












1879 




1884 


5 


5 


Stevens 


i, Salome E. 


May 


1868 




1868 




2 


Stevenson, Ada 




1862 


Dec. 


1862 




4 


Stevenson, May 




1901 


Dec. 


1902 


1 


4 


Stewarl 


t, Charles S.— H. 


S. 


1901 




1902 


1 




Stilson, 


Marian 




1881 




1886 


5 




Stocking, Sarah L. — H. 


S. 


1865 


Apr. 


1867 


1 


8 


Stone, ' 


Cora F.— H. S. 




1888 






23 




Stone, ■ 


Harriet E. 




1901 




1904 


3 




Stone, 


Martha 




1894 




1899 


5 




Stroms 


ted, Florence 




1904 




1905 


1 




Strong, 


J. A.— H. S. 




1904 




1906 


2 




Strong, 


J. Glaze — Music 


Sup. 


1902 






9 




Strong, 


M. Jane 




1861 




1866 


5 




Sullivan, Katherine C. 




1899 




1908 


9 




Sutherl; 


and, Harriet A. 




1909 






2 




Swag, Mrs. Lynn R. 




1904 






7 




Swanson, Nellie 




1899 






12 




Switzer 


, Elizabeth 




1894 




1899 


5 




Talent, 


Patrick 




1873 




1874 


1 




Taylor, 


F. Lilian 




1878 






33 




Taylor, 


Vernon, M. 




1909 




1910 


1 




Tenney 


, C. Maud— H. S. 




1873 




1874 


1 




Thiele, 


Virginia M. 




1906 


Nov. 


1907 


1 


3 


Thomas, Kate 




1897 




1903 


6 




Thomson, Presson W.— 


-H. S. 


1897 




1902 


5 


5 


Tilden, 


Miss A. E. 




1861 




1862 


1 




Tilden, 


Alice Jeanette 




1895 




1901 


6 




Touton 


, Frank C— H. S. 




1902 




1904 


2 




Townsend, Lora — H. S. 


Jan. 


1900 




1903 


3 


5 


Tryner, 


Edith 




1904 






7 




Tubbs, 


Elvira F. 




1882 




1890 


8 




Turney 


, Antoinette 




1906 




1909 


3 




Van Clute, Jessie 




1902 




1904 


2 





286 GALESBURG PUBLIC SCHOOLS 





Term Begun 


Term Ended 


Years 


Mos. 


Voris, Virginia 




1883 


Dec. 


1883 




4 


Walker, Jean 


Apr. 


1910 




1910 




2 


Walker, Pearl A.— H. S. 




1908 


Dec. 


1908 




4 


Ward, Flora A. 


Apr. 


1880 

1884 




1883 


30 


3 


Wenquist, Judith 




1899 




1906 


7 




West, Mary Allen 




1861 
1866 




1865 
1869 










1870 


Oct. 


1870 


7 


2 


Weston, Mary E. 




1870 


Feb. 


1872 


1 


6 


Wheelock, Dorcas. 




1874 




1875 


1 




White, Edna L. 




1905 


Jan. 


1911 


5 


5 


White, Julia A. 


Jan. 


1870 




1870 




6 


White, Ruby M. 




1910 




1911 


1 




Wilbur, Annie L. 


Jan. 


1890 






21 


5 


Wilbur, Ida, E. 




1877 






34 




Wilcox, Ada 




1867 


Jan. 


1869 










1869 




1871 


3 


5 


Willard, M. Cordelia 




1906 




1907 


1 




Willcox, Elizabeth 




1895 




1897 


2 




Williams, C. A. 


Feb. 


1866 


Mar. 


1866 




2 


Williams, May T. 


Jan. 


1890 




1896 










1897 




1906 


15 


5 


Williamson, Warren — H. 


S. Jan. 


1908 




1909 


1 


5 


Willis, Arthur W.— H. S. 




1906 




1909 


3 




Winter, Marian 




1877 




1880 


3 




Woodward, Annie L. 




1867 




1868 


1 




Woolsey, Robert C— H. 


S. 


1908 


Dec. 


1908 




4 


Wright, Fannie 




1879 




1881 


2 




Wright, Laura 




1874 




1877 


3 




Yager, Elizabeth 




1896 




1901 


5 




Yager, Isadore 




1891 




1896 


5 




Zetterberg, Arvid P.— H, 


. S. 


1905 




1910 


5 




Zetterberg, Louise 




1897 




1905 


8 




Zimmerman, Martha 


Nov 


. 1863 




1864 




8 



2. 1. 







HIGH SCHOOL ALUMNI. 287 

HIGH SCHOOL ALUMNI. 

Of the 2,104 persons who graduated in the fifty years 
681 were boys and 1,423 girls. They were distributed among 
the decades as follows : in the first decade, 25 graduates, 6 
boys and 19 girls ; in the second, 86 graduates, 22 boys and 
64 girls; in the third, 226 graduates, 57 boys and 169 girls; 
in the fourth, 635 graduates, 211 boys and 424 girls; in the 
fifth, 1,132 graduates, 385 boys and 747 girls. Of these 
2,104 graduates 811, or more than 38 per cent, continued 
their education in higher institutions of learning — college, 
university or technical school. 

It is a matter of importance as well as of interest to 
know in what lines of activity these graduates of the High 
School are already engaged. The following classification 
may be considered as reasonably correct : 501 home-makers, 
220 in mercantile business, 194 office employes, 184 now 
teaching, 69 farmers, 59 in railroad service, 41 in mechan- 
ical trades, 31 nurses, 30 mechanical and civil engineers, 26 
in government service, 21 physicians, 17 artists, 12 min- 
isters, 9 day-laborers and 8 lawyers. 

The work of gathering this information and preparing it 
for publication was done by the Gregg Shorthand Club un- 
der the direction of Miss Nellie C. Collins, head of the De- 
partment of Shorthand and Typewriting. It is a fine illustra- 
tion of the spirit that characterizes the school and the many 
organizations found in it. They do things — not for per- 
sonal honor or profit but for the good of the school. This 
same organization published a history of the High School 
in 1907 in which appeared a directory of the Alumni by 
classes. These pages contain illuminating information on a 
question about which little is known, "what becomes of the 
High School graduate?" The writer himself could not have 
prepared this chapter, and he wishes to express his appreci- 
ation for the services thus rendered by Miss Collins and the 
Gregg Shorthand Club. 



288 GALESBURG PUBLIC SCHOOLS 

Note — When the pupil has attended some higher or technical in- 
stitution, the name of that institution is added in brackets, [ ]. 

Abernethy, George Earle, '02 Farmer, Galesburg 

Abrahamson, Charles, '08 Clerk, S. H. Olson, Galesburg 

Abrahamson, Sophia C, '06 Bookkeeper, Sinclair Bros., Galesburg 

Adams, E. Q., '69, [Knox] Wholesale saddlery, Galesburg 

Adams, Helen, '07, [Knox, Smith] Galesburg 

Adams, Isla Scienda, '11, [Lombard] Galesburg 

Adams, Kate A., IT, (Wallace Johnson) Galesburg 

Adams, Marie. '10, [Knox Conservatory] Galesburg 

Adams, R. Edward, '09, [Knox] Galesburg 

Ahlenius, Bertha O., '91, [Bradley] .Teacher, Domestic Arts. Galesburg 
Ahlenius, H. O.. '94, Trav. salesman, Marshall Field & Co., Columbus, O. 

Ahlenius, Rudolph O., '91 Grocer, Galesburg 

Akeyson, Edward, '92 Manager, S. & S. Packing Co., Lincoln, Neb. 

Akeyson, Lillian Ann. '11. (Harry Cater) Galesburg 

Akeyson, Vera Cordelia, '10. [Augustana] Rock Island, 111. 

Albert, Grace, '08, [Train'g School], Teacher, Lincoln School, Galesburg 

Albert, Minnie J., '80. (Blount) Died, 1910 

Aldrich, Alice, '98, [Colo. St. Nor.] ... .Kind, teacher, Grand Jet., Colo 

Aldrich, Clarence C., '99 Ranchman, Meeker. Colo. 

Aldrich, Elmer, '03 Surveyor, Riverside, Cal. 

Aldrich, Harry G., '04, [Knox, U. of 111.] Galesburg 

Aldrich, Julia, '97, (J. S. Wilson) Thornburg, Colo. 

Aldrich, Karl J., '06, [Knox] Rancher, Stoutsville. Mo. 

Aldrich, Lloyd, '04, [U. of III] Los Angeles, Cal. 

Aldrich, Ralph R.. '99 Ranchman, Craig, Colo. 

Alexander, Cornelia Helen M., '11, [Brown's] Galesburg 

Alexander, Kelly L., '01 Music teacher, Columbia, Mo. 

Allen, Belle W., '81, (First colored graduate) Died, 1889 

Allen, Bessie, '99 Missionary teacher, Teheran, Persia 

Allen, Blanche, '00, (Hutchinson) Died, 1905 

Allen, Daniel E., '87 Mgr. Art Store, Galesburg 

Allen, Eva. '93, (Hughes), [Brown's] Peoria, 111. 

Allen, Grace F., '00, (Weaver). [Knox Conservatory] Galesburg 

Allen, Jennie L., '84, [Baptist Missionary Training] Chicago 

Allen, Nellie M., '83, (Rev. Anton Sengsen) Providence. R. I. 

Allen, Sheldon R., '02. [Knox, U. of 111.] Teacher, Cairo. 111. 

Allensworth, Leslie, '07, [Knox] Artificial Ice Co.. Galesburg 

Allensworth, Lester, '11 Blacksmith, "Q," Galesburg 

Allensworth, Myrtle R., '03, [Knox] Galesburg 

Allensworth. Rolland, '05, ... .Bookkeeper, Artificial Ice Co., Galesburg 
Almquist, Alice L. M., 'IL . .Bookkeeper, J. A. Oberg & Son, Galesburg 

Almquist, Hazel, '10 Stenographer, Evening Mail, Galesburg 

Alters, Goldie, '06, (Otis Weir) Farm, Galesburg 

Anderberg, Amanda H., '00, (Collins) Marseilles, III. 

Anders, Laila Harriette, '10, [Brown's], Sten. Illinois Hotel, Galesburg 

Anders, Paul R., '11, [Post Graduate] Oregon, 111. 

Anderson, Amy, '05. [Knox, T. S.], Teacher, Earn. School, Galesburg 
Anderson, Blanch P., '09. 

Anderson, Burt, '03, [U. of 111.]. Elec. Eng.,A. T. & S. F.,Barstow, Cal. 
Anderson, C. A.,'99, [Brown's], Timekeeper, Supt. office, "Q," Galesburg 



HIGH SCHOOL ALUMNI. 



289 



Anderson, Carl Edgar, '11 Touring Sweden, Galesburg 

Anderson, Clara, '98 Died, 1904 

Anderson, Clark L., '10, [Brown's] F. & M. Bank, Galesburg 

Anderson, Edna, '01, (Freeman) Chicago, 111. 

Anderson, Edwin, '99. 

Anderson, Ella, '02 Clerk, Kellogg, Drake & Co., Galesburg 

Anderson, Elwyn, '06 Rancher, Nonneta, Wyoming 

Anderson, Florence, '05, [U. of 111.] Urbana, 111. 

Anderson, Florence Elizabeth, '10 Galesburg 

Anderson, Frances Elizabeth, '10 Galesburg 

Anderson, Fred, '85 Galesburg 

Anderson, F. H., '83, [Knox], Bookkeeper, J. H. Nelson's, Galesburg 

Anderson, Harry, '07 Galesburg National Bank, Galesburg 

Anderson, Howard F., '04, [U. of 111.] .. .Lumber dealer, Clearfield, la. 
Anderson, Irving, '03, [U. of 111.], Civil Eng., A. T. & S. F., Galesburg 

Anderson, Jennie, '96 Clerk, Goldsmith & Temple, Galesburg 

Anderson, Lilah Mildred, '98, ( Jarl) Chicago, 111. 

Anderson, Lillie Etty Florence. '09. .Holmes Bros, laundry, Galesburg 
Anderson, Marie, '05, [Brown's], Stenog., Gales. Union Tel., Galesburg 

Anderson, Marie H., '11 Visiting Hawaiian Islands, Galesburg 

Anderson, Mary Olivia, '94, (J. B. Swinger) Galesburg 

Anderson, Mildred A., '03, (F. F. Freeman) Chicago, 111. 

Anderson, Nancy, '07 Galesburg 

Anderson, Nellie, '85, (Frank) Atherton, Ohio 

Anderson, Rachel, '10, ]Augustana[ Moline, 111. 

Anderson, Rena, '98, (Sjodin) Galesburg 

Anderson, Robert M., '00 R. R. office, Coffeyville, Kan. 

Anderson, Theodore, '01 Died, 

Anderson, Tillie, HI Music teacher, Galesburg 

Andrews, Amanda, '99, (P. A. Gray) .. .Graduate nurse, Pueblo, Colo. 
Andrews, C. L.,'80, [U. of M.], Kohler & True Co., Boulder City, Colo. 

Andrews, Kenneth L., '09, [Knox] Galesburg 

Andrews, Lora. '06, [Brown's] .. .Office, Rearick's Hdw. Co., Galesburg 

Andrews, Mable, '07, ( Schlichter ) Yale, la. 

Andrews, Rollin Mac, '11, [Knox] Galesburg 

Andrews, Thirza, '93, (Bone) Galesburg 

Angier, R. N., '10. [Armour], Office, N. W. P. Union, Baltimore. Md. 

Anthony, Hazel, '04 Craik, Sask., Canada 

Arkels, Charlotte. '05, (Milo Rawalt) Canton. 111. 

Arkels, Etta, '84, (Lloyd) Gibson, 111. 

Armstrong, Annie M., '78, [Knox], Principal Cooke School, Galesliurg 

Armstrong, Flora, '88, (Teasdale) Oklahoma City, Okla. 

Armstrong, Mary, '98, [Knox], Bookkeeper, S. H. Knox Co., Galesburg 
Armstrong, Nellie C.,'93, [Kind. Nor.], Teacher, Wes.School, Galesburg 
Armstrong, Nettie H., '81, [Knox] . .Teacher, Cooke School, Galesburg 
Armstrong, W. A., '84, [Knox], Cashier, P. T. & S. Bank, Galesburg 
Arnold, Edward C, '89, Head Bookkeeper, Swift & Co., Omaha. Neb. 

Arnold, Elizabeth, '99, (Lowman), [Knox] Los Angeles, CaK 

Arnold, Florence, '08. (Ralph Mucer) Sterling, Colo. 

Arnold, Frances B., '90, (Woods), [Knox, Wellesley] Galesburg 

Arnold, Fred, '89, [Knox, Harvard] Lawyer, Galesburg 

Arnold, Harriett, '01. [Knox] Galesburg 

Arnold, Henry, '85, [Knox] Real estate agent, Galesburg 



290 GALESBURG PUBLIC SCHOOLS 

Arnold, Lettie, 79, (McGaan) Altona. 111. 

Arnold, L., '93, [Knox, Chicago Dental], Dentist, Salt Lake City, Utah 

Arnold, Martha, '95, [Lombard] Died, 191 1 

Arnold, Pauline Esther, '11, [Knox] Galesburg 

Asher, Milton C, '06 General Office, "Q," Chicago, 111. 

Asher, Robert E., '02 Bookkeeper, Peoria, 111. 

Astle, Joseph M., '00 Hardin, Mont. 

Atwood, Clarissa, '02, [Knox], Teacher, High School, Princeton, 111. 

Augerson, Hazel Aurora, '10 Galesburg 

Avery, ILstelle, '05, (Win. Lampe), [Knox] Shelby, Iowa 

Axen, Fred, '95 "Q." Offices, Chicago, 111. 

Ayres, Jas. B., 11 , [Knox] Missionary, Yamaguchi, Japan 

Ayers, Jessie, '06, (Rex Colville) Galesburg 

Babcock, Josiah, Jr., '06, [Knox, Yale] New Haven, Conn. 

Babcock, Lulu, '91, (Rich), [Knox] Galesburg 

Babcock, Nora E., 11, (Kurtz) Died, 1910 

Backman, Carl, '04. [Augustana] Galesburg 

Backman, Lillian, '(X), [Knox, T. S.], Teacher H'cock School, Galesburg 

Backman, Olga, '06 Milliner, Highlander, Faulks & Co., Galesburg 

Bade, Doretta, '00 Galesburg 

Bair, Mattie, '01, (Adams) Monmouth, 111. 

Baird, Edith L., '03, [Knox Conservatory] Oklahoma City, Okla. 

Baird, Ellen E., '03, (Ward) Ames, low^a 

Baird, Floyd, '05 Oklahoma City, Okla. 

Baker, Ernest E., '80 El Paso, Tex. 

Baker, Stella, '05, [Training S.], Teacher, Weston School, Galesburg 

Baker, J. William, '08 Adams Express Co., Chicago, 111. 

Baldwin, Pearl, '99, (Ray Hollingsworth) Oak Park, 111. 

Ballou, P. F.'09, [Brown's], Stenographer, Med. Exam., "Q," Galesburg 

Balz, Elsa, '05 Clerk, N. P. Nelson Co.. Galesburg 

Balz, Herbert, '03 Manager, Stationery Store, San Francisco, Cal. 

Balz, Marie, '08 Stenographer, Boss Mfg. Co., Galesburg 

Balz, PauHne, '00, (West), [W. 111. Normal, T. S.] Cairo, 111. 

Bancroft, Sarah L., '66 Los Angeles, Cal. 

Barlow, Cosette, '07, (Curtis Dunn) Galesburg 

Barlow, Lawrence W., '01 Frost Manufacturing Co., Galesburg 

Barnard, Chas. K., '79 Died, 

Barnes, Florence A., '02 Ft. Madison, la. 

Barnes, Lynn, '00 La Grange, 111. 

Bamett, Albert, '07, [Knox] Farmer, Monmouth, 111. 

Barnett, Edna, '11, [Knox] Galesburg 

Bamett, Grace Irene, '09 Teacher, Ponemah, 111. 

Barrer, Glen A., '08, [Knox] Galesburg 

Bartlett, J. D.,'97, [Lom'd, U. of C, Rush Med.], Physician, Galesburg 

Bartlett, Wm. A., '01 Real estate and lands, Galesburg 

Barton, Maude B., '04, (J. L. Norton) Chicago, 111. 

Bateman, Louise, '88 Died, 

Bateman, Mary, '88, (Arkles) Bainsville, Ohio 

Bates, Charles E., '09, [Knox] Galesburg 

Bates, Esther S., '11, [Knox] Galesburg 

Bates, Florence, '92 Millinery business. Downer's Grove, 111. 

Bates, Floyd B., '09 Teacher, Harper School, Maquon, 111. 

Bates, Myrle, '06, [Training S.], Teacher Weston School, Galesburg 



HIGH SCHOOL ALUMNI. 291 

Bates, Nealy Lynn, '97 Rancher, Gulf Crest, Ala. 

Battell, LeRoy, '99 Engineer, C. B. & Q., Galesburg 

Battell. Mabel A., '02, (Simpson), [Knox, T. S.] Bliss, Idaho 

Bauer, Clifford, '10 Bookkeeper, Ranney Shoe Store, Galesburg 

Baughman, Flora Adeline, '09, (Sheldon) South Dakota 

Bauman, Clara, '91, (Van Valer) La Crosse, Wis. 

Baxter, Helen Beatrice, '10 Moline, 111. 

Beck, Wanda, '06 Stenographer, Insane Asylum, Kankakee, 111. 

Beckman, Amy J., '10 Galesburg 

Beckman, Clarence, '08 Auditor, People's Traction Co., Galesburg 

Bedford, O. Clayton, '03, [U. of Michigan] Minister, Allen, Mich. 

Belcher, Roy S., '00, [Lombard] Chemist, Aurora, 111. 

Bell. Cora, '00, (Phoenix) Galesburg 

Bell, Jennie, '07, (E. P. Skinner) Galesburg 

Bell, Walter, '97, [Knox] Mason, Galesburg 

Bellinger, Jessie, '00, (Smith) Alexis, 111. 

Benedict, Arthur. '84 Post Office, Chicago, 111. 

Benedict, Jennie, '80, (Logan) Chicago, 111. 

Berggren, Earl, '00 Dentist, Chicago, 111. 

Bergland, Alice, '85 Teacher, Lincoln School, Galesburg 

Bergland, Jennie,'80, (J. B. Slocum), [Knox, B. S. O.], Brooklyn, N. Y. 
Bergland, Miriam, '89, (Johnson), [Knox Conservatory] .. .Galesburg 

Bergland, Ruth, '07 Teacher, Loomis, Neb. 

Bergland, Selma, '81, (Hunter) Moline, 111. 

Berquist, Estella M., '86, (Byram) Died, 1909 

Bertrand, Minnie, '91, (Evans) Galesburg 

Berry, Mattie. '94, (Ball), [Macon, Mo.] Denver, Colo. 

Berry, Cora, '00, ( Squires) Galesburg 

Besse, Robert, '03 Lyndon, 111. 

Bessell, Florence, '08, [Knox Conservatory] Galesburg 

Bibbins, Mae E., '04, [T. S.] Teacher, Central School, Galesburg 

Bibbins, Nellie, '07, [Knox Conservatory] Galesburg 

Billings, Eva M., 17, (Hanaford) La Porte, Tex. 

Bissell, Nellie, '76 Died. 

Blaine, Sara, '94. (Kalar), [T. S., Keok. Med.] . .Phys., Bloomfield, Neb. 

Blake, Mae L, '86, (Choose) Peoria, 111. 

Blake, Sadie E.. '80. (J. H. Coolidge) Cleveland, Ohio 

Blayney, Roy, '07, [Knox, Northwestern Dental] Chicago, 111. 

Blessing, Caroline J., '98. . .Bookkeeper, Robson Mfg. Co., Galesburg 

Blessing, Rosie, '01. (Anderson) Galesburg 

Blessing, W. A., '97, [Brown's] .. .Bookkeeper. "Q" offices, Aurora, 111. 
Blick, Bertha. '96, (Mowat), [Mrs. Parry's Vocal School] . .Galesburg 

Bliss, Artie, '80, (Dunn), [Kind. Normal, Knox Cons.] Galesburg 

Bliss, Henry. '05, [Oberlin] Aluminum Co., East St. Louis, Mo. 

Bliss, Margaret, '00 Salem, Iowa 

Bliss, Marion. '08. [Columbia School of Expression] Galesburg 

Bliss, Mary C, '04, [Knox Conservatory] Salem, Iowa 

Bliss, Ruth, '01 Nurse, Kelso Sanitarium, Bloomington, 111. 

Bliss, Willard, '00 Delaware, Iowa 

Blodgett, Estella, '93, (Fred Dean), [Training School] Galesburg 

Blodgett, Thos., '95, [Knox] . .Western Mgr. Outing Mag., Chicago, 111. 
Bloomquist, Guy, '07, [Northwestern Dental] Dentist, Chicago, 111. 



292 GALESBURG PUBLIC SCHOOLS 

Bloomquist, Herbert N., '04 Office, city clerk, Galesburg 

Bloomquist, Walter, '99 Died, 1910 

Blum, Edna, '00, (Selk) Galesburg 

Blum, Harry J., '97, [Brown's] . .Storekeeper,, Mo. Pac, St. Louis, Mo. 

Boden, Elvira Lulu, '98, (Hammond) Wolcott, Ind. 

Boden. Lizzie, '99 Milliner, Sacramento, Cal. 

Bonesteel, Edna, '04, (Vanscike) . .Nurse, Cottage Hospital, Galesburg 

Bonesteel, Lillian, '04 Nurse, Cottage Hospital, Galesburg 

Bonham, Jessie, '11, (Henry Young) Galesburg 

Bonham, Lloyd, '08, [Knox] Bonham Shoe Store, Galesburg 

Borg, Mary, '90 Bookkeeper, Gas office, Galesburg 

Boutelle, Addison J., '87, [Knox] States' attorney, Galesburg 

Boutelle, Carrie M., '82, [Knox, Kind. Normal] . .Teacher, Omaha, Neb. 

Boutelle, Will A., '90 City treasurer, Galesburg 

Bower, Verner, '03 Farmer, High River, Alberta, Canada 

Boyd, Jennie S., '86, (Beetham) Nevada, Mo. 

Boydston, Curtis, '03 Cambridge, 111. 

Boydston, Everett, '01 Denver. Colo. 

Boyle, Minnie, '09 California 

Boyer, Abel, '04, [Knox] Galesburg 

Boyer, Zetta M., '04 Teacher, Wichita, Kan. 

Booz, Margaret, 'OS, (Fred Daniels) Omaha, Neb. 

Branham, Eva, '01, (Terry) Galesburg 

Bradbury, Daisy, '92, (Meadows) Berwick, 111. 

Bradbury, Mae, '01, (Straub) Galesburg 

Bradbury, Walter B., '98 Farmer, Cameron, 111. 

Bradshaw, Vera M., '98, (P. W. Thomson) Los Angeles, Cal. 

Brainard, Caroline, '96, [Kind., Bus. Coll.], Stenog., Kansas City, Mo. 

Brainard, Ralph V., '06 Traveling salesman, Oklahoma City, Okla. 

Branham, Mazeppa, '94, (Frank Palmer) Galesburg 

Brechwald, Amelia B., '83, (Hartz) Aurora, 111. 

Bridge, Arthur, '05, [Knox, Agr.], Mgr. Bridge's Farms, Fargo, N. D. 
Bridge, E. R.,'02, [Knox, U. of Wis.], Teacher, Man. Train., Galesburg 

Bridge, Glenn, '00, [Knox, U. of 111.] Died, 1905 

Bridge, Irene, '08, [Knox] Galesburg 

Bridge, John, '91 Express Messenger, C. B. & Q., Galesburg 

Briggs, June Nellie, '10, [Normal] Gibson City, 111. 

Briggs, Pearl Eurith, '10 Dixon, 111. 

Brimhall, Amelia, '01, [Cumnock's] Galesburg 

Brintnell, Arthur, '94. . .Mgr. S. S. White Dental Mfg. Co., Chicago, 111. 

Bristol, Albert, '96 Salesman, Swift & Co., Coffeyville, Kan. 

Brockway, Marcia, '05, (J. P. Creen) Galesburg 

Bronson, Ada, '08, (John Fink) Iowa City, la. 

Bronson, Nellie,'06, [Knox, Brown's], Teacher, High School, Moline.Ill. 

Brown, Carrie S., '98, (Jagger), [Cottage Hospital] Denver, Colo. 

Brown, Curtis, '99, [Knox], Bookkeeper, Gales. Nat. Bank, Galesburg 

Brown, Edna, '01, (Foshay) London Mills, 111. 

Brown, Edwin, '95 Draftsman, Pine Bluffs, Ark. 

Brown, Ella S., 11 , ( Scott) Galesburg 

Brown, Elizabeth, '05 Teacher, Maquon, 111. 

Brown, Eva, '01, (Roberts) Kewanee, 111. 

Brown, Wm. Fene, '65 Died 

Brown, George W., '65 Died, 1905 



HIGH SCHOOL ALUMNI. 293 

Brown, Jennie, '06 Teacher, County School, Galesburg 

Brown, Lillie M., '04, (Boostrom) Canton, 111. 

Brown, Hattie, '91, (Andrews) Ft. Madison, la. 

Brown, Marguerite Nurse, Cottage Hospital, Galesburg 

Brown, Ray Matlock, '11, [Knox] Galesburg 

Brown, Robert, '09, [Brown's].. .Stenog. Fruit Co., San Francisco, Cal. 

Brown, Valasco, '01 Deputy city clerk, Macomb, 111. 

Brown, Walter E., '10, [Brown's], Stenog., Coal mine, St. David, 111. 

Brooks, Harold, '06 Mercedes, Tex. 

Brooks, Hattie M., '90, (Hensel) Galesburg 

Brooks, Mamie, '91, (Fuller) La Grange, 111. 

Brownson, Cleo May, '08 Galesburg 

Bruington, Earl V., '10 Farmer, Coldbrook, 111. 

Bruington, Gilmer, '10 Farmer, Coldbrook, 111. 

Brulin, Irene, '08, [ Brown's] Beaumont, Tex. 

Bruner, Carrie, '90 Died, — — 

Bruner, Clarabelle, '08, (Wordengardener) Monmouth, 111. 

Bruner, Maud, '92, (Edens), [Brown's] Chicago, 111. 

Bryner, Pearl, '01 Keithsburg, 111. 

Bryngelson, Brynolf, '10.. Clerk, Steinfeldt's Jewelry Store, Galesburg 

Bryngelson, Carl E., '11 Wilbur, Lanphear & Co., Galesburg 

Bryns, Albert E., '87, [Knox]. 

Bullock, Faye, '96, [Lombard], Adv. Mgr. Jos. Home & Co., Pittsburgh 

Burgess, Jessie W., '80, (Osborne) Joplin, Mo. 

Burke, Andy L., '01 Musician, Fort Collins, Colo. 

Burke, Aura Ella, '94 Bookkeeper, Lass & Larson, Galesburg 

Burke, Ralph T., '11 Caller, C. B. &. Q., Galesburg 

Burke, Irma Lillian, '10 Cashier, O. T. Johnson Co., Galesburg 

Burkhalter, Euphemia A., '03, (Baldwin) Topeka. Kan. 

Burkhalter, Nellie, '90, ( W. A. Boutelle) Galesburg 

Burkhalter, Robert, '90 Lawyer, Chicago, 111 

Burkhalter, Edna, '01, (Baltimore) Nekoma, 111. 

Burkhalter, Savina C, '06, [Knox Conservatory] Galesburg 

Burkhalter, N. H. '11, Bookkeeper, Western Union Tel. Co., Galesburg 
Burkhalter, Gertrude F.,'09, [Brown's], Stenographer, Los Angeles, Cal. 

Burkhalter, Florence E., '09, [W. 111. Normal] Galesburg 

Burnaugh, Juanita, '05, [Knox, T. S.], Teacher, Line. School, Galesburg 

Burneson, Eva, '99, (Reed) California 

Burnette, Bessie, '08, [U. of Iowa] Iowa City, la. 

Burns, Charles M., '08, [Knox] Galesburg 

Burns, George Maley, '09, [Knox] Galesburg 

Burtnett, Lillian G., '10 Nurse, Proctor Hospital, Peoria, 111. 

Burtt, Norton J., '10, [U. of Notre Dame] Notre Dame, Ind. 

Burton, Clara, '06. 

Burton, Irene M., '04, (Harry Palmer) Los Angeles, Cal. 

Burton, Margaret, '08, [Knox] Galesburg 

Burton, Nettie A., '80, (R. E. Worrell), [State Normal] . .Bowen, 111. 

Butler, Julia, '10 Galesburg 

Butterfield, Fannie, '86, (A. J. Ream) Galesburg 

Butterfield, Josephine, '94, (J. F. Chaffee) Council Bluffs, la. 

Butterfield, Nellie C, '02, (Stevens) Galesburg 

Byram, Eleanor L., '03, (Wiley Massie) Buda, 111. 

Byram, Grace, '95, [Brown's], Stenog, Adams Express Co., Galesburg 



294 GALESBURG PUBLIC SCHOOLS 

Byram, Hester, '89, ( P. CwTryner), [Kindergarten Normal], Galesburg 

Byram, Joseph E., '87 Mail clerk, Indianapolis, Ind. 

Byram, Louise A., '81, (DeSpain) Cottage Grove, Ore. 

Byram, Zella M., '93, [Knox] . .Teacher, High School, Ft. Madison, la. 

Caldwell, Anthony J., '98 Stock Ranch, Stoutsville, Mo. 

Caldwell, W. Harley, '98 Standard Oil Co., Galesburg 

Callender, Blanche, '00 Union news stand, Galesburg 

Callender, Gladys M., '10, [St. Margaret's] Galesburg 

Callender, Ida, '06, (Hagen) Mate Huala, Mexico 

Callender, Lillian, '06 Galesburg 

Callender, Ruth Serena, '10, [St. Margaret's] Galesburg 

Callison, Fern, '04, (W. F. Miller) Little Falls, Wash. 

Calkins, Bertha, '00, (Dunbar) Galesburg 

Calkms, Ernest, '85, [Knox] ' Advertiser, New York, N. Y. 

Calkins, Fred, '92 Baggage transfer, San Francisco, Cal. 

Calkins, H. M., '94, [Knox, Minn. Bus.], Teacher, Silver City, N. M. 

Calkins, Leah, '88, (Pearsoll), [Knox] .....Elgin, 111. 

Calkins, Will, '90 Advertiser, New York, N. Y. 

Cameron, Margaret, '09, [St. Margaret's, Knox, St. Mary's], Galesburg 
Campbell, Cora M., '04, Stenographer, Bartlett & Robbins, Galesburg 

Campbell, Gladys McAlpine, '09, [Knox] Galesburg 

Campbell, Helen, '11, [Knox] Galesburg 

Campbell, Irene, '00, (Willis), [Knox Conservatory] Seattle, 111. 

Campbell, Jessie E., '02, (Lawrence), [Brown's] Galesburg 

Campbell, Mary E., '64. (Riddle) Guthrie, la. 

Candee, Fannie, '67, (Gale), [Knox] Died 1903 

Candee, Jennie, '64, (Brush), [Knox] Carbondale, 111. 

Canfield, Jesse Owen, '02 Prop, of theatre, Washington, la. 

Canfield, Louise M., '04, (Geo. Ehrenhart) Abingdon, 111. 

Canfield, Ruth E., '10. .Bookkeeper, Wenzlemann Mfg. Co., Galesburg 

Carey, Frank, '96 Prop, book store, Seattle, Wash. 

Carey, Mary, '88, (Moore) Benton Harbor, Mich. 

Carey, Romulus, 'CO Real estate, Portland, Ore. 

Carney, Eugenia, '05, [Knox] Galesburg 

Carney, Harold F., '06 Working in orange orchard, Riverview, Cal. 

Carney, Winifred J., '02, (Teeter), [Knox] Chicago, 111. 

Carley, Amber, '09, [ Knox] Galesburg 

Carlson, Anna A., W, [Brown's], Stenographer, tie plant, Galesburg 

Carlson, Edna O., '10 Stenographer, B. E. McLaughlin, Galesburg 

Carlson, Elsie, '07, [Brown's], Private secy, Mr. Scott. Chicago, 111. 
Carlson, Stella, '05, Stenographer, Galesburg National Bank, Galesburg 

Carlton, Helen, '03 Trained nurse, Denver, Colo. 

Carrier, Edith Maud, '10 Cameron, 111. 

Carter, Estella P., '98, Bookkeeper, Modern Woodmen, Denver, Colo. 

Carter, Eva M., '03 Dressmaker, Galesburg 

Case, Mabel Esther, '02, (A. J. Martin) Chicago, 111. 

Castle, Carroll, '91 Dentist, California 

Cederoth, Elvera. '10, [Brown's] Galesburg 

Castle, Cynthia, '00, (Shanley) Galesburg 

Chalmers, Mary E., '10 Teacher, Kindergarten, Galesburg 

Chalmers, John H., '02 Mechanical Engineer, Grand Rapids, Mich. 

Chalmers, Bessie, '96, (Neylon) Galesburg 

Chalmers, Thomas, '06 Fireman, C. B. & Q., Galesburg 



HIGH SCHOOL ALUMNI. 295 

Chamberlain, Alice, '01 Galesburg 

Chamberlain, Ethel,'01,( Porter), [Lorn., U. of C], East Orange, N. J. 

Chamberlain, Ruth, '04, [Lombard] Mus. D., Lombard, Galesburg 

Chambers, Pearl M., '03, (Adams) Galesburg 

Chandler, Henry G., '04, [U. of 111.] Merchant, Marshfield, Ind. 

Charles, Mary Ellen, '64 Topeka, Kan. 

Charlson, Arthur J., '89 Carpet Dept., O. T. Johnson Co., Galesburg 

Charlson, Jennie, '87 Galesburg 

Chapman, Harry K., '02 Bookkeeper, Chicago 

Chapin, Carrie L., '80, [Kind. Normal],. .Teacher, Churchill, Galesburg 
Chapin, Gertrude R., '80, (F. D. Thomson), [Knox] .. .Springfield, 111. 

Chase, Lorena, '06 Died, 1906 

Chase, Nina, '09 Teacher, Blue Sky School, Maquon, 111. 

Chase, Nellie, '91 Teacher, Galesburg 

Chase, P. M., '02, [Knox, Dartmouth], Phys. & Surgeon, Galesburg 

Chellburg, Minnie A., '00 Farmers and Mechanics Bank, Galesburg 

Childs, Erminie Dix, '94 Died, 1897 

Chinn, Bertha Temple, '00 Galesburg 

Chitty, Mattie L, '86, (Hollandsworth) Canton, 111. 

Chittenden, Edgar, '05, Trav. salesman. National Biscuit Co., Galesburg 

Christburg, Harriet D., '11, [Knox] Galesburg 

Christenson, Agnes, '07 Stenographer, Dr. Matheny, Galesburg 

Christenson, Edith N., '04, (Rodgers) Hermon, 111. 

Christenson, Reuben, '10 Bank of Galesburg, Galesburg 

Christopher, Ethel, '95, (Jones), [Knox] Chicago, 111. 

Church, Herbert, '05, [Knox] Galesburg 

Churchill, Nellie, '07, (Ramp) Kansas City, Mo. 

Clark, Chester M., '81, [Knox, Yale] .. .Cong, minister, Fairview, Kan. 

Clark, Esther, '11, [Lombard] Galesburg 

Clark, Gladys, '08, ( Clyde Waters) Galesburg 

Clark, Jennie E., '86, ( Hunt) Decatur, Mich. 

Clark, P. Alice, '97, [Knox, St. Louis T. S.], Nurse, St. Louis, Mo. 

Clarkson, Florence, '00, (R. K Collins), [Knox] Parnassus, Pa. 

Clay, Alta B., '97, (Thomas) Galesburg 

Clay, Cora, '97, (Roxey) Cameron, 111. 

Clendenin, Elizabeth, '98, (Osgood) Fallow, Nevada 

Clendenin, Helen, '98, (Bohannon), [Knox] Alsas, Sask., Can. 

Clendenin, Mabel, '01, [Knox] New York, N. Y. 

Clong, Blanch Irene, '09 Clerk, "Q" lunch rooms, Aurora, 111. 

Coad, Oral S.,'04, [Knox, Columbia U.] Teacher, Delaware, Ohio 

Coates, Rheda E., '10, [St. Margaret's], Teacher, Kind., Galesburg 
Cobb, Harry C, '99, [U. of C], Adv. Dept., Motor Age Mag., Chicago 

Cobb, Scott, '95, [U. of 111.] Died, 1904 

Cochrun, Bessie, '95 Galesburg 

Cochrun, Helen B., '02, (Cunningham) Omaha, Neb. 

Cochrun, Florence Agnes, '09 Milliner, Galesburg 

Cochrun, Margaret, '99 Office, stock yards, Galesburg 

Cocklin, Karl, '01 Iowa City, la. 

Coe, Lulu, '96, (N. L. Ewing), [Knox Conservatory] Galesburg 

Coffman, Harry E., '01 Died, 1910 

Coffman, Kate, '03, (Richardson), [Knox] Creston, la. 

Coffman, Maud, '10, [Knox] Galesburg 

Coffman, Nina, '01, (Kiley) Kansas City, Mo. 



296 GALESBURG PUBLIC SCHOOLS 

Cole, Elvina N., '04, [Bloomington School of Chiropody], Minneapolis 
Cole, Orlinda D., '03, [Brown's], Nurse, Cottage Hospital, Galesburg 
Collins, Effie, '92, (Musgrove), [Knox Conservatory], Wheaton, 111. 
Collins, Nellie C, '87, [Brown's, Gregg], Teacher, High, Galesburg 

Colville, Anne, '95, (Wm. Anderson) Galesburg 

Colville, Helen E., '02, [T. S.] Children's Librarian, Galesburg 

Colville, John, '07, [U. of 111.] Galesburg 

Colville, Margaret M., '83, (McCormick), [Knox], Great Falls, Mont. 

Colville, Nita, '91, (N. C. Lescher), [Brown's] Galesburg 

Colville, Rex, '04 Fireman, "Q," Galesburg 

Comstock, Carrie, 84, [School of Art and Design], Los Angeles, Cal. 

Conant, Nina L., '03, (Rose) Atchison, Kan. 

Conard, Mary Esther, '02 Galesburg 

Condon, Anna Louise, '10 Clerk, S. H. Knox Co., Galesburg 

Condon, Florence J., '04 Pasadena, Cal. 

Cone, Clara, '93 Winfield, Kan. 

Cone, Mark, '92 Farmer, Surrey, 111. 

Conger, Delia, '02, [Wellesley, Lombard], Teacher, Franklin, Mass. 
Conger, Ethelyn, '05, [Lombard] . .Studying music, Framingham, Mass. 
Conger, G. P., '97, [Lombard, Hannaman Med.], Specialist, Oak Park 

Conser, William, '03 Fruit grower. Riverside, Cal. 

Converse, Myrtle, '95, (Widney) Pasadena, Cal. 

Cook, Bernice E., '09 Teacher, Hope School, Victoria, 111. 

Cook, Frances E., '93, ( Post) Detroit, Mich. 

Cook, Grace, '95, (Smith), [Knox] Oak Park, 111. 

Cook, Kate, '08 Boss Mfg. Co., Galesburg 

Cook, Mabel Hortense, '11 Victoria, 111. 

Cooke, Florence A., '93, (Moerhoute) . .Teacher of music, Chicago, 111. 

Coolidge, Adelaide, '03, (Felt) Galesburg 

Coolidge, E. D., '98, [Knox, Chicago Dental] Dentist, Chicago, 111. 

CooHdge, Edna, '02, (Rice) Williamsfield, 111. 

Coolidge, Josephine, '96, (Moreland), [Knox, Lombard] ... .Galesburg 
Coolidge, Nellie, '92, [Chic. School Mass, and Ther. Gym.] Galesburg 
Coolidge, Walter, '92, [Knox], Professor, Shurtleff College, Alton, 111. 

Cooper, Edith Minerva, '11 Monmouth, 111. 

Cooper, Mae G., '98, (St. John), [Knox] Chicago, 111. 

Copeley, Mary E., '76 Died, 1882 

Corbin, Bert, '85 Wholesale lumber dealer, St. Louis, Mo. 

Coulson, Elma Marie, '97, (Bramhall). 

Courtright, Gertie, '91, (Hedenburg) East Galesburg 

Cowan, Mary, '05 Died, 1911 

Cox, Cella, '07 Galesburg 

Cox, Ethel W., '98, (Butcher) Rio, 111. 

Cox, Gladys, '10, [Lombard] Teacher, N. Henderson, Galesburg 

Crandell, Susie Enid, '09, [Knox] Galesburg 

Cratty, Stella, '01 Teacher, Oneida, 111. 

Cravens, Mabel, '08 Alpha, 111. 

Cravens, Vallah A., '09, (James Davis) Galesburg 

Craver, Lucy, '00, ( Robinson ) Galesburg 

Craw, Irma McChesney, '11, [Knox] Galesburg 

Crawford, Agnes J., '03, (Lambert) Weathersfield, 111. 

Crawford, Mary, '00, (Monroe), [Knox] Rushville, 111. 

Creen, John P, '02 Clerk, post office, Galesburg 



HIGH SCHOOL ALUMNI. 297 

Crocker, Leslie J., '97, [Brown's] Farmer, N. Dakota 

Culver, Blanche, '01, (Stratton) Mason City, la. 

Culver, Cora, '97, (Fulton), [Knox, Kind. Normal] Wichita, Kan. 

Culver, Richard J., '01 Los Angeles Herald, Los Angeles, Cal. 

Cummins, Lydia, '93 Galesburg 

Cunningham, Ora Sorelda Mgr., Boyer Broom Co., Galesburg 

Curran, Jennie, '92, (Everson) Omaha, Neb. 

Dahleen, Amy V., '03, (Billings) Galesburg 

Dalberg, Emil, '11, [Augustana] Rock Island, 111. 

Dallach, Alex C, '97, [Brown's] Mayor, Wenatchee, Wash. 

Dallach, Carl, '08, [Brown's] . .Private Secretary, Supt. "Q," Galesburg 

Dallach, Elsie, '01, (Geo. Cowan) Galesburg 

Dallach, Gertrude, '10, [Knox] Galesburg 

Dallach, W. A., '06 Draftsman, McCook Mfg. Co., Chicago, 111. 

Danielson, Edna, '07, (Bronley) Kansas City, Mo. 

Danielson, Mary, '00, (Meadows) Galesburg 

Danielson, Selma, '01, (Swan Palm), [Cottage Hospital] ... .Galesburg 

Darst, James M., '02, [Rose Polytechnic] Terre Haute, Ind. 

Darst, Margaret, '07, [Drake University] Des Moines, la. 

Darst, Wilmer M., '01 Farmer, Ferris, 111. 

Daugherty, Edwin, '03 Fruit grower. Riverside, Cal. 

David, Dora, '99, ( Vitatoe) Peoria. 111. 

David, Jesse M., '02 Lawyer, Peoria, 111. 

Davidson, Belle, '95 Tailor, Rock Island, 111. 

Davidson, Elsie, '96, [Brown's], Private Secy, Rand-McNally, Chicago 

Davidson, Emma Florence, '06 Farm, Cameron, 111. 

Davidson, Genevieve, '05, (Bruce Willis) Galesburg 

Davidson, Grace, '99 Milliner, Galesburg 

Davidson, Sam, '98 Carpenter, Galesburg 

Davis, Alta, '91, ( B. W. Seymour) Chicago, 111. 

Davis, Ellen, '85, [Knox] Prin., Douglas School, Galesburg 

Davis, Gairoe Viola, '09, (Mead) North Henderson, 111. 

Davis, Grace Ruth, '11 Galesburg 

Davis, Kate, '89, [Knox. U. of Chicago] ... .Teacher, Madison, S. Dak. 

Davis, Loyal E., '11, [ Post Graduate] Galesburg 

Davis, Mary J., '63, (J. T. McKnight), [Knox] Galesburg 

Davis, Rena, '91, (Wasson) Galesburg 

Davis, Theressa J., '02, (Robinson) Chicago, 111. 

Day, Bessie M. E., '09. Chicago, 111. 

Daymude, Orville Marie, '11 Teacher, Monmouth, 111. 

Deatherage, Ethel, '03 Rio, 111. 

Deatherage, Roxy, '05 Rio, 111. 

Deets, Gladys Belle, '11, [Knox] Galesburg 

Deets, Harold B., '09, [U. of 111.] Galesburg 

De Forrest, Martha Loraine, '00, (Campbell) Atlanta, Kan. 

Dejerald, Aurilley, '86 Died, 

Delbridge, Garnet, '00, (Underbill) Kewanee, 111. 

Denison, Grace, '07 Miller City, Idaho 

Dennis, Catherine H., '03, [Brown's] . .Sten., Treas. Dept., Washington 

Dennis, Laura Mina, '97, (Summers) Hope, Kan. 

Denny, Lorretta, '01, (Birch) Galesburg 

Denny, William F., '01 Lawyer, Chicago, 111. 

DePue, Edith, '07 Stenographer, A. J. Boutelle, Galesburg 



298 GALESBURG PUBLIC SCHOOLS 

Derby, Mary L., '93 Inglewood, Cal. 

Derry, Roy E., '11 Wagoner Printing Co., Galesburg 

DeVoss, Frank M., '04 Farmer, Cameron, 111. 

Dewey, Winnie, '91, (Short) Council Bluffs, la, 

Dick, Walter H., '98 Plumber, Galveston, Tex, 

Dickerson, Ruth B., '11 Stenographer, Physician's office, Galesburg 

Dickson, Edna H., '98, (Alexander), [Brown's] Lowry, Wis,. 

Dickson, Guy B., '81, [Rush Medical] Physician, Chicago, IIU 

Dickson, Mabel, '95, ( Butterwick) Galesburg 

Doll, Harriet L., 11 Galesburg 

Dolbin, Myrtle M., '02, (A. E. Hinckley) Galesburg 

Donnelly, Anna, '01 Stenographer, Galesburg 

Donnelly, Nellie, '08 Stenog., Chicago Motor Co., Chicago, III. 

Dossett, Anna A., '02, (Owens) Galesburg 

Doudna, Nellie, '99, (Stofft) Omaha, Neb.. 

Dougherty, Curtis, '79, Civil Eng., Queen & Crescent, Denver, Colo. 

Douglas, Emma, '10 Clerk, High School, Galesburg; 

Douglass, Edwin W., '08, [Arkansas University] Galesburg 

Douthett, Roxey Edith, '97, [Brown's], Stenog., in Bank, Peoria, 111. 

Dove, Jennie, '99 Betheden, Miss.. 

Dow, Mabel, '92, (F. L. Conger), [Lombard] Galesburg 

Driggs, Wm. M., '98 Josephson Jewelry store, Moiine, 111. 

Dudley, Chas. E., HI Depot master, "Q," Galesburg 

Duff, Myrtle, '05 Portland, Ore. 

Duffey, Kathlyn, '99, ( Higby ) Whiting, Kan, 

Duffy, Frances, '00, ( Stone) Kewanee, 111. 

Duffy, Lawrence, '07 Farmer, Galesburg 

Duke, Bert, '10 Barber shop, Galesburg 

Dunbar, Etta, '06 Farm, Galesburg 

Dunbar, Frank, '06, [Knox] Farmer, Galesburg 

Duncan, Fred, '05 Electrical Engineer. Chicago, 111. 

Duncan, Joe, '07 Civil Engineer, A. T. & S. F., Marceline, Mo. 

Dunkle, Florence Evelyn, '03, Stenog., First National Bank, Galesburg 

Dunkle, Olive, '10 Galesburg 

Dunn, Chas. W., HZ, [Knox, Chi. Theo. Sem.], Minister, Lebanon, Mo. 

Dunn, Eleanor Mary, '11, [Knox] Galesburg 

Dunn, Joe H., '98 Private secretary. Bank, Wellingham, Wash. 

Dunn, Maude, '97, (Gentry) Galesburg 

Dunn, Nellie M., '09, (Hough) Galesburg 

Dunn, Nettie, '04 Galesburg 

Dunn, Pansy, '97. [Knox, Brown's], Sten., Mall. Cast. Co., Galesburg 

Dunlap, Doris, '08 Kindergarten teacher, Kansas City, Mo, 

Dunlap, Edith Letitia, '09, [Knox] Galesburg 

Dunlap, W., '06, [Knox, Brown's, U. of 111., Rush Med.], Chicago, 111. 

Duvall, Olive, '05, (Crawford) Iowa 

Eastes, Carrie, '89 Teacher, Galesburg 

Eastes, Darlene L., '10, [Knox Conservatory] Galesburg 

Eastes, Enid, '04 Bookkeeper, Watson & Cabeen, Galesburg 

Eastes, Geo. J., '87 County treasurer, Galesburg 

Eastes, John W, '75 Gasoline and kerosene dealer, Galesburg 

Eastes, Lucille A., '11, [Knox Conservatory] Galesburg 

Eastes, Margaret, '07. .. .Dressmaker, Kellogg, Drake & Co., Galesburg 
Eastman, Herbert, '06, [Knox] Galesburg 



HIGH SCHOOL ALUMNI. 299 

Eastman, Orlo A., '08, [Knox] Galesburg 

Eaves, Ruth M., '10 File clerk, storehouse, "Q," Galesburg 

Eble, Wm. R.. '09 Clerk, Supt. office, "Q," Galesburg 

Edgar, Edna, '04, (Pont), [Brown's] Galesburg 

Edgar, Lou Ellen, '04 Rio, 111. 

Edgerton, Erastus L., '01, [Rush Medical] Physician, Chicago 

Edgerton, Helen, '09, [Lombard] Galesburg 

Edmunds, Stella H Nurse, Cottage Hospital, Galesburg 

Edmundson, Harry, '08 "Q" yard office at humps, Galesburg 

Edmundson, Inez, '01, [Knox Conservatory] Houston, Tex. 

Edoff, Alice Cecelia, '09 Stenographer, Machen Bros., Galesburg 

Edwards, Ella B., '02 Geneseo, 111. 

Edwards, Ethel E., '04, (Berlocher) Chicago, 111. 

Edwards, Gertrude M., '04 Teacher, Hitchcock School, Galesburg 

Edwards, G. Perle, '03, (Leo Baird) Abingdon, 111. 

Eels, Floy, '05, (Edward Brothers) Pasadena, Cal. 

Elder, Alta, '05, [Knox] Galesburg 

Elder, Mollie M., '87, ( W. A. Jordan) Galesburg 

Elmendorf, Raymond D., '02 Died, 1909 

Elstein, Leo, Jr., '08, [U. of 111.] Urbana, 111. 

Emery, Earl, '08, [Brown's] Traveling salesman, Galesburg 

Emery, Margaret, '10, [Wood's Kind. Normal] Minneapolis, Minn. 

Emrich, Lillian, '89, (Nye), [Knox] Grass Valley, Cal. 

Emrich, Minnie C, '83, (Washington) Ravenswood, 111. 

Emrich, Roy P., '01, [Knox, Naval Acad, at Annapolis], U. S. Navy 

Ennis Louise, '10, [Knox] Galesburg 

Enochs, Grace, '01 Rockford, 111. 

Envall, Mary, '90 Music teacher, Galesburg 

Epperson, Clyde O., '00, [Univ. of Colo.] Lawyer, Denver, Colo. 

Epperson, Theo. B., '06 Rio, III. 

Eppsteiner, Earl, '99. .John M. Smyth Co., mailing house, Chicago, 111. 

Eppsteiner, M. Addison, '06 "Q" office, Galesburg 

Erickson, Ernest, '03 .Died, 1903 

Erickson, Frederick D., '02 Died, 1909 

Erickson, Gertrude, '09, [Knox, Chicago Kindergarten] Galesburg 

Erickson, Lambert, '06. . .Messenger, Adams Express, Rock Island. 111. 

Erickson, Lillian, '06, [Knox] Galesburg 

Erickson, Lillian, '99, (Leipsig) Galesburg 

Erickson, Reuben. '07, [Knox. Johns Hopkins University] .. .Galesburg 
Ericson, H. E., '98, [Lombard, U. of Chi.], Teacher, Milwaukee, Wis. 

Ericson. Josephine L., '94, [Lombard, T. S.] Teacher, Galesburg 

Erlandson, Elting, '07, [Brown's] W A. Anderson, Galesburg 

Ersfeld, Ray, '03 Trainman, "Q," Galesburg 

Evans, Pearl, '01 Nurse, St. Luke's Hospital, Chicago, 111. 

Famulener, Harley, '08, [Brown's] P. T. & S. Bank, Saluda, 111. 

Famulener, Ray, '05 Draftsman, Goodens, Idaho 

Fargo. Alida E., '65, (E. P. Bartlett), [Knox] Avon, 111. 

Fechner, Hazel, '07 Died, 1909 

Felt, Albert, '96, [Knox, U. of Mich.] Lawyer, Galesburg 

Felt, Alice Helen, '09, [Knox] Galesburg 

Felt, Edward, '09, [Lombard] Farmer, Galesburg 

Felt, E. W., '04, [Knox, Union Theo. Sem.], Miss., Bombay, India 
Felt, Harley V., '02 Farmer, Monmouth 



300 GALESBURG PUBLIC SCHOOLS 

Felt, Margaret, '05, [Knox] Galesburg 

Felt, Walter, '99 Farmer's Mutual Life Insurance, Galesburg 

Felt, Winifred, '06, [Knox, Lewis Inst.], Y. W. C. A., Minneapolis, Minn. 

Fensterer, Mary, '01 Boss Mfg. Co., Galesburg 

Ferguson, Alice M., [Studying music] Orion, 111. 

Ferguson, Harriet L., '04, (H. Hanlon) Galesburg 

Ferguson, Harry E., '02 Banker, Orion, 111. 

Ferris, Blanche. '05, (A. J. Terpening) Galesburg 

Ferris, Ethel Margaret, '11, [ Brown's] Galesburg 

Ferris, Ethel Lorraine, '00 Died, 1906 

Ferris, Mamie, '97, [Lombard. Brown's] ... .Stenographer, Chicago, 111. 

Ferris, William Mead, '11, [Knox] Galesburg 

Finch, NelHe E., '04, (Warren) Monmouth. 111. 

Finlay, Lauretta E., '09, [W. 111. Nor.] Teacher, Burlington, la. 

Finlay, Eva L., '10, [W. 111. Normal] Burlington, la. 

Finlay, Leonard. '10, [Lewis Institute] .. .Edison Elec. Co., Chicago. 111. 
Finlay, Margaret, AI.. '09, [W. 111. Nor.], Teacher, Douglas, Galesburg 

Finney, Maude L, '97, (Eckles) Chicago, 111. 

Fish, Emma, '07 Bookkeeper, Boyer Broom Co.. Galesburg 

Fitch, Hazel, '01 Stenographer, Chicago, 111. 

Flagg, Dottie M., '04 Died, 1908 

Fleharty, Bert, '07 Mail Clerk, Galesburg 

Fleharty, Geo., '01 Musician, Boise, Idaho 

Fleharty, Grace, '04, [T. S.] Teacher. Lincoln School, Galesburg 

Fletcher, Chas. W., '87 Driver, baggage wagon, Galesburg 

Fletcher, George, '99 S. H. Knox & Co., Galesburg 

Flynn, Con C, '04, [Knox, U. of 111.] . .Newspaper reporter, Galesburg 

Flynn, Geo. Wm., '98 Mail carrier, Galesburg 

Flynn, Jas. R, '94, [Phila. Dental, Chi. Dental], Dentist, Galesburg 

Folger, Geo. '87 Died, 1891 

Folger, Sarah B., '87 Private teacher, Galesburg 

Forrey, Lucile, '01 Bookkeeper, Galesburg 

Forsee, Jennie E., '02, (Venard) Macomb, 111. 

Forstrom, Myrtle L., '11 Stenographer Baird's drug store, Galesburg 

Fortney, Gertrude, '99. Monmouth, 111. 

Foshay, John, '02, [Brown's] Farmer, London Mills. 111. 

Fosher, Paul, '07 Traveling salesman, Chicago. 111. 

Foster, Maud, '08 Nurse, Cottage Hospital, Galesburg 

Fowler, Harry C, '04 Electrical Eng., power house, Peoria, 111. 

Fowler, Mae, '08 Bookkeeper, Larson & Hultgren, Galesburg 

Frailey, Eva, '06 Clerk, O. T. Johnson Co., Galesburg 

France, Glenn, '04, [Mich. Hort.], Overseer, fruit farm, Marshall, Mich. 

Franey, Edith, '06, (Kennedy), [Brown's] Chicago, 111. 

Franey, Gladys, K., '10. .Dressmaker, Kellogg, Drake & Co., Galesburg 

Franklin, Lucy, '06 Farm, Galesburg 

Fraser, Eva, '99, ( Lapham ) Katy, Tex. 

Fredericks, Hilda C, '10 Clerk, Crandell's Dept. Store, Galesburg 

Fredericks, E. Julia, '97, (Hallin), [Knox Conservatory], Kewanee, 111. 

Freeburg, George A., '01 Mining Engineer, Denver, Colo. 

Freeburg, Gunnard, C. '06 Farmer, Malad City, Idaho 

Freed, Clara Nellie, '(X) Galesburg 

Freer, Morton C, '98, Traveling salesman, Sykes Belt Co., Chicago, 111. 
Frey, Charlotte, '89 Galesburg 



HIGH SCHOOL ALUMNI. 301 

Frey, Emma, '91 Galesburg 

Friedland, Karl, '03 Dept. of Agriculture, Ogden, Utah 

Frisbie, Orton F., '01 Grain dealer, Foss, Okla. 

Frisk, Blenda, '07, [Brown's] Stenographer, Physicians, Galesburg 

Fritz, William, '05 Teacher, Etherley, 111. 

Frymire, Hardin, '10, [Eureka] Eureka, 111. 

Fuhrman, Stella, '05, (Joe Miller) Kewanee, 111. 

Fuller, Emma, '92, (Edwards), [Training School] Died. 1910 

Fuller, Mabel B., '97, [Train. Wesley Hos.], Nurse, Rochester, Minn. 

Fuller, Mary E., '02 Teacher, Kindergarten Normal, Galesburg 

Fuller, Stanchffe, '92„ [Knox] Postal clerk, "Q," La Grange, 111. 

Fuller, Walter E., '95 Died, March, 1895 

Futhey, Myrtle, '99, (H. Gillett) Died, 1908 

Gabrielson, Erwin, '09, [Brown's], Master Mech. office, "Q" Galesburg 
Gabrielson, Katherine M., '10, [Brown's], Title & Abs. Co., Galesburg 

Gabrielson, Mabel G., '06 Stenographer, A. J. Perry, Galesburg 

Gale, Alice C, '98, (Wallace), [Knox] Galesburg 

Gale, Caroline, '98, (Harder), [Pratt Institute] Washington, D. C. 

Gallagher, Margaret C, '09, [Lombard] Galesburg 

Galpin, Stella, '07, [Knox] Asst. Branch Librarian, Galesburg 

Gardner, Mima. '98, (Bruington) Monmouth, 111. 

Gardt, C. H., '02, [Knox, Brown's, St. John's Mil.], Cigars, Galesburg 

Garret, Gracie, '79 Died 

Garrity, Irene,'04, [Knox, CoL School of Exp.], N. W. U. Set., Chicago 

Garrity, Mable, '91, (Gillam) Las Vegas, N. Mex. 

Gash, Gracia E., '98 Died 1903 

Gash, Til ford, '08 Teacher, private school, Galesburg 

Gastren, Mae, '98 Los Angeles, Cal. 

Gates, Mabel V., '06, ( Spencer) Galesburg 

Gates, Vernon, '08, [Knox, Brown's] Galesburg 

Gaumer, Clara E., '02, [Brown's], Sten., W. H. Miner Co., Chavy. N. Y. 
Gaumer, Mildred, '07, [T. S.] ... .Teacher, Farnham School, Galesburg 

Gay, Loraine, '95, (McCandless), [Knox] Oklahoma City, Okla. 

Gebhart, Harry, '05, [Knox, Ann Arbor Medical], Ann Arbor, Mich. 

Gebhart, Erminie, '07, [ Brown's] Galesburg 

Gebhart, May me, '06, (Eyhusen), [Brown's] Galesburg 

Geer, Cora, '91 Galesburg 

Geer, Minnie, '85, (Stofft) Galesburg 

Gehring, Earl R., '09, [ Brown's] Galesburg 

Gehring, Webster, '10, [Brown's] Galesburg 

Gent, Gertrude J., '98, (Almondinger) Burlington, la. 

Gentry, Adda, '90, (George), [Knox, Studied in Germany], Milwaukee 

Gentry, Beryl, '06 Clerk, Gentry Grocery Store, Galesburg 

Gentry, Simeon, '98 Farmer, Galesburg 

Gettemy, Chas. F, '85, [Knox], Bureau of Statistics, Dorchester, Mass. 
Gibson, William, '07. 

Giddings, Lydia, '99. (Gustafson) Galesburg 

Gilbert, John D., '05 Clerk, O. T. Johnson Co., Galesburg 

Gilbert, Helen, '03 Dressmaker, Galesburg 

Gilbert, Ruth, '07 Central Union Telephone Co., Galesburg 

Gilfillan, Amber, '05 Musician, Denver, Colo. 

Gillespie. Ednah, '04, (Sanders) Rock Island, 111. 

Gillis, Myra, '01, ((Sammage), [Simmons, Jeff. Park Hosp.], Chicago 



302 GALESBURG PUBLIC SCHOOLS 

Goddard, James R., '02 Clerk, Orion, 111. 

Goddard, Jessie, '96, (Gustafson), [Knox] Orion, 111. 

Goettler, Clara B., '09 Galesburg 

Goff, Roy, '09, [ Lombard] Galesburg 

Goldquist, Carrie C, '78, ( Luckey ) Galesburg 

Goldquist, Frank, '07 Canton, 111. 

Goldsmith, Arthur, '91 Stationer, Galesburg 

Goldsmith, Grace, '84, [Kind. Nor.], Teacher, Hitchcock Sc. Galesburg 

Golliday, Gail H., '04, [Lombard] Galesburg 

Golliday, Theo., '03, [Lombard, U. of C] ... .Teacher, High, Galesburg 
Goodsill, Inez, '05, [Knox Conser.] ... .Teacher, Avon High, Galesburg 

Goodsill, M. Max, '08, [Knox] Galesburg 

Graham, Leroy, '98, [Brown's] Died, 1910 

Graham, Margaret, '98, (West) Denver, Colo. 

Graham, Martha, '98, (Aldrich) Galesburg 

Graham, Merle, '04, (Robbins) Yates City, 111. 

Graham, Nellie, '05, [Knox Conservatory] Galesburg 

Granat, Lorenzo A., '11. Bookkeeper, Swanson's meat market, Galesburg 

Greene, Edith, '03, (Orcutt), [Knox] Areola, 111. 

Greene, Frank Y., '85 Weinberg Bros., Galesburg 

Greene, Lena M., '02 Galesburg 

Greene, Lucy, '91, ( Howard ) Peoria, 111. 

Greene, Mabel, '05, (Willey) Greensburg, Kan. 

Green, Pearl, '08 Teacher, Ford School, Galesburg 

Greenwood, Valoise, '05, ( Pierce) Newton, Kan. 

Greenwood, Zelma H., '02, (Alexander) Columbia, Mo. 

Gregg, Clarence A., '04, [ U. of 111. ] Farmer, Galesburg 

Gregg, Lee, '04, [U. of 111., Brown's] Farmer, Galesburg 

Grey, Clara, '95, [Knox] Kansas City, Kan. 

Griffin, Earl, '95, Genl offices. Armour Fertilizer Works, Chicago. 111. 

Griffith, Harry H., '97 Grocer, Galesburg 

Griffith, Lyle, '08, [Brown's], Stenog., O. T. Johnson Co., Galesburg 

Gripp, Hanna, '01, (Barnett) Rock Island, 111. 

Grubb, Don, '01 West Drug Co., Galesburg 

Grubb, Rob Roy, '98 Fireman "Q," Galesburg 

Gudgell, Gladys M., '11, [Brown's] Galesburg 

Gudgell, John D., '10 Rail clerk, T Rail Mill, "Q" Galesburg 

Guenther, Amelia, '09 Clerk, Bondi Bros., Galesburg 

Guenther, Rosa M., '03, Stenographer, Portland Cement Co., Chicago 

Gum, Edwin J., '11, [Brown's] Galesburg 

Gumbiner, Florence, '09, [Knox] Galesburg 

Gumbiner, Sadie, '04, [T. S., W. I. N.], Teacher, Weston, Galesburg 

Gumore, Adelbert, '91 Died. 1897 

Gustafson, Leonard A., '01 Teacher, Business College, Peoria, 111. 

Haggenjos, Mabel, '05, (Bert Weingartner) Galesburg 

Haggenjos, John, '08 Stenographer, Cline & Shaw, Galesburg 

Haggenjos, Virginia, '07, (J. G. Bragg) Glisson School, Galesburg 

Hagrelius, Judith C, '02, [ Brown's] Died, 1909 

Hagstrom, Effie C, '00 Died, 1906 

Hagstrom, Ethel E., '06 Stenographer, Los Angeles, Cal. 

Hagstrom, Lillie, '00, (Tanner) Galesburg 

Hagstrom, Ray A., '10 Clerk, J. A. Peterson Grocery, Galesburg 

Hagstrom, Winnie A., '04 Portland, Ore. 



HIGH SCHOOL ALUMNI. 303 

Hague, Faith, '11, [Knox] Galesburg 

Hague, Lee Anna, '07, [Knox] Galesburg 

Hague, Wm. B., Rev. '65, [Knox] Clergyman, Gorham, Me. 

Hahn, Anneta C, '02 Office, Dr. Schlegel, Galesburg 

Hahn, Lillie, '01 Clerk, O. T. Johnson Co., Galesburg 

Haight, Clarence, '03 Grocer, Galesburg 

Haight, George C, '04 Grocer, Galesburg 

Hale, Charles, '08 Clerk, O. T. Johnson Co., Galesburg 

Hale, Justin Carlton, '10, [Knox] Galesburg 

Hales, Ralph, '03, [U. of 111.] Principal, High School, Minden, la. 

Hales, Reed, '03, [U. of 111.] Grain dealer, Longview, 111. 

Hall, Geneva, '98. ( Vaux) Shattuck, Okla. 

Hall, Mary V.. '02 Galesburg 

Hall, Myrtle, '00, (Curtis) Grant Park, 111. 

Hall, Ward, '03, [U. of 111., Drake, Eureka], Minister, Livingston, Tenn. 

Halladay, Glennetta, '04, (Tracey) Oneida, 111. 

Halladay, Herschell Herman, '09, [Knox] Galesburg 

Halper, Samuel C. '11, [U. of Chicago] Chicago 

Hamblin, Henry, '99, [Bradley Horolog.], Jeweler and Eng., Galesburg 

Hamblin, Marie, '95 Died, 1904 

Hamblin, Minnie, '95 Galesburg 

Hamilton, Samuel, '96 Owner, fruit ranch, Lordsburg, Cal. 

Hammerstrom, Albert B., '02 Reporter, Los Angeles, Cal. 

Hammond, Belle, '91, (Fox), [T. S., Normal School], Los Angeles, Cal. 

Hammond, J. Jay, '93, [Knox, Chicago Dental] Dentist, Galesburi^ 

Hammond, Martha, '86. .Bookkeeper, J. T. Johnson Grocery, Galesburg 
Hanawalt, Emma, '07, [Valparaiso] .. .Sten. and bookkeeper, Chicago 

Hane, Laura, '06, (Tobias) Malianta, Ohio 

Hane, Worthington, '10 Gas office, Galesburg 

Hanks, Mabel C, '02 Clerk, dry goods store. North Yakima, Wash. 

Hanna, Abby, '01, (Kyle), [Knox Conservatory] Ardmore, Okla. 

Hanna, Ruth, '02, [Knox] .. .Secretary, Y. W. C. A., Milwaukee, Wis. 

Hanna, Vera Louise, '09, (Young) Galesburg 

Hannaman, Agnes, '00, (Thormahlen) Island of Guam 

Hannaman, Geo. Leon, '98, [Knox], With U. S. Gov., Seattle, Wash. 

Hanson, Percy, '07 Bookkeeper, Armour Co., Galesburg 

Hardine, Emily, '99, (Hailing) Chicago, 111. 

Harper, Adah E., '94, (A. L. Harper) Galesburg 

Harris, Fred, '96 Draftsman, St. Louis Const. Co., St. Louis, Mo. 

Harris, Lillian, '99, (Kinsloe) Nurse, Galesburg 

Harris, Nina A., '94, (Jas. B. Wade), [Lombard, T. S.] Galesburg 

Harrison, Florence A., '10 Clerk, O. T. Johnson Co., Galesburg 

Harshbarger, Alice, '98, (Henderson), [Training S.] .. .Springfield, 111 

Harshbarger, Belle L., '04 Teacher. Springfield, 111 

Harshbarger, Royal, '06 Teacher, High School, Des Moines, la 

Hartman, Maude, '99, ( Dunlap) Galesburg 

Hartzell, Helen, '11, [Brown's] Monmouth, 111 

Harvey, Barbara Alice, '10, [Normal] Barry, 111 

Harvey, Clemens Leroy, '11, [Lombard] Galesburg 

Harvey, Mabel, '01, ( Star) Cicero, Ind, 

Hastings, Ray S., '00 "Q" Ticket Dept., Chicago, III 

Hawkins, Lulu, '91, (Brown) S. Minneapolis, Minn 

Hawkinson, Anna, '96 Nurse, St. Luke's Hospital, Chicago, 111 



304 GALESBURG PUBLIC SCHOOLS 

Hawkinson, Blanch Lillian, '09, [Knox Conservatory] Galesburg 

Hawkinson, Henry F., '09, [Brown's] .. .Stenographer, "Q," Galesburg 

Hawkinson, Hilda, '85, (Nord) Died, 1891 

Hawkinson, Hilma, '01 Teacher, High School, Orion, Iowa 

Hawkinson, Minnie, '91 Galesburg 

Hawkinson, Newton Hiram, '11, [Brown's] Galesburg 

Hawley, Mary. '95, (B. M. Rohrhough), [Knox] Spokane, Wash. 

Hayes, Hary Montgomery, '11, [Knox Conservatory] Galesburg 

Hazen, Con, '07, [U. of III] Farmer, Galesburg 

Hazen, Mae, '10, [Knox] Galesburg 

Hazlett, Frederick R., '97 Insurance, Galesburg 

Hazzard, Lizzie, '91, (Fuller) Died, 1908 

Hazzard, Luthera, '00, (Woodmansee) Galesburg 

Heath, Lena, '89, (Wood), [Training School] Galesburg 

Hecker, Laura, '93, (Runkle) Englewood, 111. 

Hedberg, Fannie, '81 Teacher, Weston School, Galesburg 

Hedding, Clara, '06, (John Stuckey) Abingdon, 111. 

Hedell, Ella, '91, (Neilson) Died, 

Hedendahl, Ed, '81 Died, 1901 

Heimburger, Lura D., '06 Teacher, Dahinda, 111. 

Henderson, Earl, '05 Automobiles, Yokama, Wash. 

Henderson, Laura, '06, [Brown's] Monmouth, 111. 

Henderson, Merrill S., '04 Ranchman, Weizi, Idaho 

Henderson, Wilson H., '00, [U. of 111.], Manual Trng., Springfield, 111. 

Henry, Guy H., '06 Bill clerk, "Q" humps, Galesburg 

Henry, Stella, '05, (Herbert Augerson) Aledo, 111. 

Hendricks, Olivia, '67 Died, 1869 

Hendrix, Clyde W., '06...Asst. Cashier, "Q" freight house, Galesburg 

Hertig, Elizabeth, '06, [U. of III] Columbia, Mo. 

Hewitt, Jennie A., '79, (Inness) Galesburg 

Hibbard, Chester, '08 Coulter Disc Works, Galesburg 

Hibbard, Iris M, '03, [Knox, U. of Wis.] Teacher, Hayward, Wis. 

Hibbard, Junie M., '03 Galesburg 

Hickey, John R, '79 Died, 

Higgins, Paul, '02 Clerk, City Hall, Galesburg 

Highland, Alfred, '05 Terry Lumber Co., Galesburg 

Highlander. Clarence, '06, [Brown's], Bookkeeper, 1st Natl, Galesburg 

Highlander, Irwin, '10 Office, "Q" storehouse, Galesburg 

Hill, Amy Gladys, '09 Nurse, Cottage Hospital, Galesburg 

Hill, Anna L., '98, (Ward) Tacoma, Wash 

Hill, Edna. '02, (Doran) Teacher, Washington Add., Galesburg 

Hill, Harold, '05. [Univ. of New Mex.] Alberquerque. N. Mex. 

Hilkren, Otilia Nettie, '09 Clerk, G. W. Marks, Galeseburg 

Hillman, Mildred L., '10 Teacher, White Lake, S. Dak. 

Hinchliff, Everett, '99, [Knox] Lumber dealer, Galesburg 

Hinchliff, Grace, '05, [Knox, Columbia Univ.] New York, N. Y. 

Hinchliff. Lulu, '02, (Ingersoll), [Knox, Knox Con.] Galesburg 

Hinchliff. Vera, '08, [Knox Con., Rockford Con.] Rio, 111. 

Hinchliff, Ray, '03, [Knox] Hinchliff Lumber Co., Galesburg 

Hinckley, Arthur E.. '87 Farmer. Galesburg 

Hinman, Jennie. '08, (Carl Johnson) Galesburg 

Hinman, Stanley, '11, [Brown's] Galesburg 

Hippert, Flo, '95, (Lowell), [Knox] Fargo, N. Dak. 



HIGH SCHOOL ALUMNI. 305 

Hobbs, Grace Kirk, '97, (Culver) Galesburg 

Hoffheimer, George, '91, [Knox] Lawyer, Clarksburg, W. Va. 

Hoffheimer, Hattie, '93 Clarksburg, W. Va. 

Hoffheimer, Leon, '95, [Knox] Davenport, la. 

Hoffman, Grace, '86, [Knox] Supt, Free Kindergarten, Galesburg 

Hogan, Alice, '91, (Ogden) Galesburg 

Hogan, Nina, '95, (Varney) Mukwanago, Wis. 

Holcomb, Alma, '01 Stenographer, Galesburg 

Holcomb, Fannie F., '64, (Regnier), [Knox] Galesburg 

Holcomb, Frank, '98.. .Bookkeeper, A. W. Miles Co., Livingston, Mont. 

Holcomb, Hattie P., '79 Died, 1905 

Holcomb, Jennie C, '63, (Field), [Knox] Died, 1886 

Holcomb, Olga, '04. 

Holliday, Evelyn, '06, (E. R. Bridge), [Knox, Wells] Galesburg 

Hollis, Jennie, '88, (A. E. Hinckley) Died, 1900 

Hollis, Mamie L., '90, (Kimbrough) Uniontown, Pa. 

Hollis, Oscar J., '90 Sw^ift Packing Company, Chicago, 111. 

Holmberg, Alma L., '10, [Brown's], Sten., Gales. Piano Co., Galesburg 

Holmberg, Hattie, '99 Treasury Dept., Washington, D. C. 

Holmes, Alice C, '04, (F. C. Miller) Galesburg 

Holmes, Bertha, '99 Galesburg 

Holmes, Blanche, '01, [T. S.] Teacher, Cooke School, Galesburg 

Holmes, Carl, '03, [Swedish Theol. Sem.] .. .Minister, Winthrop, Minn. 
Holmes, Earl, '96, [Knox, Brown's] .... Farmer, North Henderson, 111. 

Holmes, Frances Louise, '00, [Knox] Librarian, Portland, Ore 

Holmes, Grunnard A., '04 C. B. & Q., Burlington, la. 

Holmes, Horace M., '01, [Knox, U. of Wis.]. Civil Eng., Seattle, Wash. 

Holmes, Lillie, '83, (Hartman) Austin, Minn. 

Holmes, Lulu, '99, ( Vandewater) Arden, Wash. 

Holmes, Margaret, '06, [Knox] Teacher, Nome, Alaska 

Holmes, Mertie, '07, [Knox] Galesburg 

Holmes, Minnie L., '83 Assistant County Clerk, Galesburg 

Holt, Nettie K., '79, ( Patterson) Galesburg 

Hood, Clifford F., '11, [U. of III.] Cameron, 111. 

Hoover, Alice, '00 Galesburg 

Hoover, Anna F., '97, (Sutherland), [Western 111. Nor.], Dahinda, 111. 

Hoover, Edwin E., 77 Died, 1903 

Hopkins, Colonel C, '97, [Knox, Ann Arbor], Teamster, Galesburg 

Hopkins, Ida L., '04 Chicago, 111. 

Hopkins, Leafy, '90, (Henry Kersting) Died, 1907 

Hopps, Gertrude E., '11, [Lombard] Galesburg 

Horney, Alta, '00 Cameron, 111. 

Horrell, Dale, '03, [Knox], Dist. Mgr., Equit. Life Ins. Co., Galesburg 

Horton, Clara O., '78 Teacher, Hitchcock School. Galesburg 

Hotaling. Nettie, '95, (Maupin) Woodburn. Ore. 

Houlding, Carrie E., '81, (Bailey) Caracas, Venezuela 

Housel, Ethel, '01. (Sidney Ulfelder) Mexico City, Mexico 

Housel, Lloyd, '95. [Knox] Draftsman, Washington, D. C. 

Housel, Maree, '06 Galesburg 

Housel, Ralph B., '04, [Brown's] Farmer, Rosetown, Sask.. Can. 

Houston, Florence, '03 Rochelle, 111. 

Hovey, Margaret, '06. . .Stenographer, Marshall Field Co., Austin, 111. 
Howe, Harold James, '10, [Knox, Univ. of Mo.] Galesburg 



306 GALESBURG PUBLIC SCHOOLS 

Howe, Minnie, '07, [Wesley School], Supt. Hosp., Oklahoma, City, Okla. 

Howland, Harriette, '89, (Abbott), [Brown's] Oil City, Pa. 

Hoyer, Harold A., '11, [Knox Conservatory] Galesburg 

Hoyer, Myrtle F., '09, [Knox Con.] Music teacher, Galesburg 

Hoyle, Mary D., '63, [Knox] Julius Bauer & Co., Chicago, 111. 

Hulbert, James, '07, [Knox] 

Hulse, Louisa E., '82, (Dye) Ault, Colo. 

Hultgren, Ernest W., '10...Trav. salesman. Gross Mfg. Co., Galesburg 
Humphrey, Wayne, '06, [Knox], U. S. Dist. Court Sten., Enid, Okla. 
Hunt, May,'79, (Botruff), [Kind. Nor., Chau. Circle], Ann Arbor, Mich. 

Hunter, Winnie, '90, (Duncan) Dubuque, la. 

Hurlbutt, Julia W., '04, (R. A. Young) Chicago, 111. 

Hurley, Ralph, '10 Farmer, Cameron, 111. 

Hurst, Harriet, '99 Office, Reid, Murdock Co., Chicago, 111. 

Ingersoll, Harold, '06 Farmer, Montana, Galesburg 

Inness, Dora, '01, (H. R. Stanford), [U. of 111.] Chatsworth, 111. 

Inness, John, '99 Farmer, Regina, Sask., Can. 

Inness, Mabel L, '04, [Knox] Galesburg 

Inness, Ruth, '01 Galesburg 

Irwin, Florence, '06, [Knox, T. S.], Teacher, High School, Galesburg 

Irwin, Keith, '99, [Knox] Teacher, High School, St. Louis, Mo. 

Isaacson, Almeda, '01, (C. J. Moburg) Galesburg 

Ives, Haroldine, '07, (Con Hazen), [Knox] Galesburg 

Jack, Sina, '99 Died, 

Jacobi, Fred, '79 Jacobi Bros. & Mack, Galesburg 

Jacobi, Ruth Helene, '10, [Lombard, St. Mary's] Galesburg 

Jacobs, Annie L., '93, (Brown) Died. 1895 

Jacobson, Alex, '03, [Augustana] Teacher, Minneapolis, Minn. 

Jacobson, Karl, '08 Died, 1909 

Jagger, Allie B., '02, (Carl Snyder) Orion. 111. 

Jagger, Bessie, '(X), (Geo. Westfall) Galesburg 

Jagger, Lee F., '06 McCook, Neb. 

Jagger, Rose E., '94, (Harry Richmond) Quincy, 111. 

Jagger, Ruth, '07, (White) St. Augustine, 111. 

James, Earle W., '()2, [Knox] Hardware store, Denver, Colo. 

James, Vera Louise, '09 Bell long distance operator, Galesburg 

James, Zell, '06 Denver, Colo. 

Jarnagin, Helen Esther, '10 Teacher, Dunlap School, Galesburg 

Jeffrey, Belle M., '86 Secretary, Y. W. C. A., Minneapolis, Minn. 

Jeffreys, Walter E., '02 Surveyor, Chicago, 111. 

Jempson, Lida. '88 Died, 1892 

Jenkins, Harriett, '01 Milliner, Galesburg 

Jenkins, Julia May, '97 Clerk, O. T. Johnson Co., Galesburg 

Jennings, Hazel E., '03 Bookkeeper, Bargain store, Galesburg 

Jerauld, John, '80 Died, 1897 

Jerauld, Nora B., '97, (Gardner) Washington, D. C. 

Johns, Adelia P., '94, [Quincy Business] ... Sten., Ravenswood, Chicago 

Johns, Lena, '92 Quincy, 111. 

Johnson, A Matthew, '01 Galesburg National Bank, Galesburg 

Johnson, Ahbie, '06, (Alters) Galesburg 

Johnson, Addie A., '03 Gary, Ind. 

Johnson, Alice A., '03, [Knox] Galesburg 

Johnson, Anna B., '94, (Edwards), [Normal School] . .Houston, Tex. 



HIGH SCHOOL ALUMNI. 307 

Johnson, Arthur William, '11 G. W. Marks, Galesburg 

Johnson, Arville S., '82, (Larson) Galesburg 

Johnson, Blenda A., '97, (Johnson) Galesburg 

Johnson, Chas., '87 Auditor, "Q," Chicago, 111. 

Johnson, Charles Henry, '09 Clerk, Arlington Hotel, Galesburg 

Johnson, Clarence, '03 Carpenter, Galesburg 

Johnson, Clarence, '10, [Brown's, Knox Con.], Stenographer, Galesburg 

Johnson, Clarence H.. '98, [Knox] B. & O. R. R., Gaston, W. Va. 

Johnson, Devere Lewis, '11 J. E. Anderson Co., Galesburg 

Johnson, Donn Vie, '93 Galesburg 

Johnson, Edith A., '11 S. H. Knox & Co., Galesburg 

Johnson, Edith M., '08 Boss Mfg. Co., Galesburg 

Johnson, Edith S., '08 Typist, Galesburg Piano Co., Galesburg 

Johnson. Edna Camren, '97 Died, ■ 

Johnson, Edna M., '09 Galesburg 

Johnson, Effie, '99 Missouri 

Johnson, Ella, '85, (Craft) Elgin, 111. 

Johnson, Estelle Harriett, '00 Telephone office, Galesburg 

Johnson, Ethel, '04 Milliner, Highlander, Faulks & Co., Galesburg 

Johnson, Ethel J., '08 San Francisco, Cal. 

Johnson, Eva 0., '06 Galesburg 

Johnson, Frances Evangeline, '10, [Knox] Galesburg 

Johnson, Fred, '90 Galesburg 

Johnson, Grace, '00, (Nelson) St. Joseph, Mo. 

Johnson, Harry W., '10 Apprentice, butcher shop, Galesburg 

Johnson, L. P., '10, [Brown's] Timekeeper, Home Station, Ariz. 

Johnson, Lawrence, '00 Teller, Bank of Galesburg, Galesburg 

Johnson, Lillian, '89 Office, L. W. Sanborn, Galesburg 

Johnson, Lillian, '07 Bookkeeper, Drs. Horrell & Smith, Galesburg 

Johnson, Lloyd, '99 Asst. chief dispatcher, "Q," Galesburg 

Johnson, Louise, '05 Stenographer, W. C. Frank, Galesburg 

Johnson, Mabel, '05 Clerk, O. T. Johnson Co., Galesburg 

Johnson, Mabel M., '04 Milliner, Galesburg 

Johnson, Mabelle J., '08 Clerk, O. T. Johnson Co., Galesburg 

Johnson, Manny S., '10, Collector, Gales. Union Tel. Co., Galesburg 
Johnson, Nellie '94, (Smith). [Knox], Teacher, Knox Con., Galesburg 

Johnson, Robt., '07, [Knox, Wis. Univ.] Galesburg 

Johnson, Roscoe E., '11, [Eureka] Eureka. III. 

Johnson, Roy, '06 "Q" fireman, Galesburg 

Johnson, Victor E., '09 Driver, J. C. Peterson Grocery, Galesburg 

Johnston, Bessie M., '82, [Knox] Teacher, Springfield, S. Dak. 

Johnston, Leslie, '99, [Knox, Brown's]. .P. O. Dept., Washington, D. C. 

Johnston, Winifred L., '04, [Knox Conservatory] Galesburg 

Johnston, Florence Grace, '10 St. Louis, Mo. 

Jones, Hyla, '04, (Stephenson) Musical artist, Bloomington, 111. 

Jones, Mae E., '98, (Chinn) Galesburg 

Jones, Phyllis Rose, '09, [Lombard] Stenographer, "Q," Galesburg 

Jones, Stella, '96 Died, 1910 

Jordan, Clarence. '10, [Knox] Galesburg 

Jordan, Helen, '04, [Knox] Galesburg 

Jordan, Henrietta L., '09, [Knox Conservatory] Galesburg 

Jordan, Jesse, '07, [Knox] Farmer, Bentonville, Ark. 

Jordon, Lawrence, '02, [Knox, U. of Idaho] Moscow, Idaho 



308 GALESBURG PUBLIC SCHOOLS 

Judson, Wm. W., '09, [Knox, Dartmouth] .. .Civ. Eng., Portland, Ore. 

Junk, Albertus, '09 Farmer, Rio, 111, 

Junk, LaVonne, '10, [Knox Conservatory] Rio, 111. 

Kastlin, John, '03 Symonds Wholesale Hdw. Co., St. Louis, Mo. 

Kastlin, Katherine E., '02 Davenport, la 

Kays, Isabel, '09, (Castle) Rockford. 111. 

Kearney, Thomas, Rev. Father, '79 Priest, Huntley, 111. 

Kee, Emma, '00 Chicago, 111. 

Keefe, Anastasia, '01 Teacher, High School, Loveland, Colo. 

Keefe, Ita, '00, (F. H. Kevlin) Chicago, 111. 

Keefe, Regina, '06 Galesburg 

Keeling, Lola, '08 Clerk, Bondi Bros., Galesburg 

Keenan, Bertha, '07, (Irvin) Galesburg 

Keenan, Bessie, '99, (Robinson) Galesburg 

Kelley, Carrie, '99, (Hicks) Pasadena, Cal. 

Kelley, Orrie, '05 R. R. fireman, San Barnadino, Cal. 

Kelsey, Vera Park, '09, [Lombard] Galesburg 

Kenan, Beth, '10 Teacher, Clay School, Galesburg 

Kenan, Royal, '00 Cameron, 111. 

Kennedy, Edna M., '03, (Hofflund) Galesburg 

Kent, Richard J., '06 W. A. Jordan Grocery Co., Galesburg 

Keough, Anna E., '06, (Samuel Sharp) Galesburg 

Kern, Mabelle J., '98, (Regnas) Oak Park, 111. 

King, Nellie S., '05 Time keeper, Ville de Paris, Los Angeles, Cal. 

Kidder, Clytia, '01, (Forsee) Galesburg 

Kiernan, Ruth, '11 Galesburg 

Kimball, Dan, '97, [Knox], Trav. salesman, Lumber Co., Rockford, 111. 

Kimler, Otis C, '10, [Brown's] Clerk, Freight office, Galesburg 

Kimpton, Harriet E., '98, [Knox Con.], Teacher, St. Mary's, Knoxville 

Kimpton, Ruth, '10 Dressmaker, Kellogg, Drake & Co., Galesburg 

Kingan. Flora C, '82, (Brown) Died, 1889 

King, Edward J., '86, [Knox] Rep. in State Legislature, Galesburg 

King, Elizabeth, '06, (C. C. Heller) .. .Teacher, Dahinda, 111., Galesburg 

King, Grace B., '07 Principal, Dahinda, (111.) Schools, Galesburg 

Kinnear, Ethel, '99, (Battell) Galesburg 

Kinney, Carlotta, '10 Teacher, Heller School, Galesburg 

Kinney, Russel M., '11 Galesburg 

Kistler, Mabel, '04. ( Shaner) Galesburg 

Kistler, Mae, '99, (Rundle) Galesburg 

Knight, Edith L., '98, [T. S., Kind. Nor.], Teacher, Lincoln, Galesburg 

Knight, Mamie, '88 Charleston, 111. 

Kobel, Estelle, '97, [T. S., Knox Con.], Y. W. C. A., Minneapolis, Minn, 

Kopp, Anna C, '94, [Knox Con.] Bookkeeper, Williamsport, Pa. 

Kopp, Will H., '97 Head machinist. Frost's Mfg. Co., Galesburg 

Kornwebel, Augusta, '08, [Knox Con.] Teacher, Los Angeles, Cal. 

Krabbe, Henrietta A., '09 Milliner, Baldwin Hat Shop, Galesburg 

Kraft, Ellen Theressa, '02. . .Stenographer, C. A. Webster, Galesburg 

Kysor, Loela Gaston, '11, [W. 111. Nor.] Gibson, Mich. 

Lafferty, Frances, '03 Laflferty, Mfg. Co., Galesburg 

Lagergren, Frances Elizabeth, '09 Galesburg 

Lagergren, Mary A., '03, (Lemuel Cole) Williamsfield, 111. 

Laird, John A., '79, [Wash. U.] Holman & Laird, St. Louis, Mo. 

Laird, Nettie F., '79, (Mack) El Dorado Springs, Mo. 



HIGH SCHOOL ALUMNI. 309 

Lambart, Etta, '84, (Callahan) Gilson, 111. 

Lamoreaux, Edith, '96 Chicago, 111. 

Lamoreaux, Philip M., '06, [Brown's] . .Mueller Mfg. Co., Decatur, 111. 

Lampkin, Goldie, '05, (H. L. Farrell) Galesburg 

Landon, Grace L., '02, (J. B. Rice) Los Angeles, Cal. 

Landon, Myrle E., '06, (Arnold), [Knox Conservatory] Rio, 111. 

Lanius, Charlotte, '10, [W. 111. Nor.] Galesburg 

Lanius, Curtis J., '01 International Harvester Co., Boston, Mass. 

Lanius, Mary, '01 Clerk, O. T. Johnson Co., Galesburg 

Lanius, Susie J., '06 Dressmaker, Galesburg 

Lanstrum, Helen A., '09 Nurse, Cottage Hospital, Galesburg 

Lapham, Gail, '99. [Knox, U. of Chi.], Teacher, High School, Galesburg 

Lapham, Susie, '09, [Lombard, Knox] Galesburg 

Larson, Ernest, '03 Plumber, Galesburg 

Larson, Gertrude, '08, (J. A. Sadey) Galva, Kan. 

Larson, Harriett, '07, [Knox Con.] Music teacher, Galesburg 

Larson, Hilma, '99, (Howe) Chicago, 111. 

Larson, Leland S., '06, [Brown's] . . .Gas & Electric Light Co., Galesburg 

Larson, Nettie, '00 Died, 1904 

Larson, Minnie E., '02, (Henry Pout) Rio, 111. 

Lass, Edith, '01, [Knox, Training School] Nora Springs, la. 

Lass, Henry W., '01, [Knox] Wagoner Printing Co., Galesburg 

Latterner, Bertha, '88, (F. J. Lindsley) Galesburg 

Latterner, Carl, '80. [Phila. Pharmacy] Druggist, Carterville, Mo. 

Latimer, Leslie, '07, [Knox] Teacher, High School, Galesburg 

Latimer, Martha, '08. [Knox] Galesburg 

Lathrop, Delia A., '03, [T. S.] .. .Teacher, Bateman School, Galesburg 

Lavine, Arthelia O., '02 Nurse, Galesburg 

Leach, Edith, '99, (Paugh) Omaha, Neb. 

Leach, Jennie, '89 Telephone operator, "Q," Galesburg 

Leach, Jennie, '90, (Downing) Glendale, 111. 

Leach, Jessie, '90 ( Scott) Canton, 111. 

Leach, Susan. '89, (Anderson) Buffalo, N. Y. 

Leaf green, Grace, '98 Green Cigar Store, Galesburg 

Lee. Emma M., '02.... Head bookkeeper, O. T. Johnson Co., Galesburg 

Lemon, Alice, '01 Farm, Galesburg 

Lemon, Grace, '01 Farm, Galesburg 

Leonard, Hubert, '99, [Des Moines School of Osteop.], Portland, Ore. 

Lescher, Gertrude, '01, [Knox] Galesburg 

Lescher, Helen R., '09, [Knox Con., Southern Seminary] ... .Galesburg 

Levene, Arthur E., '04 Moulder, Malleable Castings Co., Galesburg 

Lewis, Bertha, '07 Monmouth, 111. 

Lewis, Josephine Hilma, '10 Office, Holmes Laundry, Galesburg 

Lewis, Juanita, '10 Bell Telephone office, Galesburg 

Lewis, Mary E., '06, [Knox, Knox Conservatory] Galesburg 

Lewis, Ruth C, '10 Teacher, Galesburg 

Lindberg, Edna E., '97, [Brown's] Bookkeeper, Galesburg 

Lindberg, Neally R., '99, [Bradley] Jeweler, Galesburg 

Linderoth, Emma O., '02, (Wolff) Burlington, la. 

Lindquist, C. W., '02, [N. W. U., Evanston Theol.], Nara Visa, N. M. 

Lindquist, Lillian E., '97. [Lombard, T. S.] Teacher. Galesburg 

Lindquist. Olivia, '04, [Knox Conservatory] Chicago. 111. 

Lindquist, Theodore, '94, [Lombard, U. of C] ... .Teacher, Ann Arbor 



310 GALESBURG PUBLIC SCHOOLS 

Lindoft, Ernest, '96, [Brown's] Prop. Shoe Store, Abingdon, 111. 

Lindoft, Violet Helen, '10 New York Store, Galesburg 

Lindstrom, Laura, '99, (Osterberg), [Knox Con.] Chicago, 111, 

Linrothe, Ellen, '95, (Davis) Galesburg 

Linrothe, Elvin, '03 Head clerk, "Q," St. Louis, Mo. 

Linrothe, Hannah, '97, (Kuhnle), [Brown's] Tacoma, Wash. 

Linsley, Marion, '10, [Knox] Galesburg 

Linstrum, Esther V.. '06, [Brown's] Stenographer, Galesburg 

Little, Floris, '05, ( Myrle Eyerly ) Canton, 111. 

Little, Harlan, '06 Clerk, Continental Store, Galesburg 

Lofgren, Ruth E., '10 Holmes Laundry, Galesburg 

Lofgren, Walter R., '09 Wagoner Printing Co., Galesburg 

Loman, Mary, '07 Cashier, O. T. Johnson Co., Galesburg 

Lombard, Julia, '96, [Lombard] . .Teacher, Girls' Sem., E. Orange, N. J. 

Lombard, Mamie, '91 Newark, N. J. 

Long, Katherine, '01 Music teacher, Galesburg 

Long, Mabel, '03, [Brown's] Galesburg 

Longnecker, Ida A., '76, (Hebbard) Colton, Cal. 

Loomis, Neva Lelah, '09 Galesburg 

Love, Edgar, '99, [ Knox] Farmer, Orion, 111. 

Love, Eleanor, '05 Orion, 111. 

Lowell, John, '06 Druggist, London Mills, 111. 

Lucas, Beulah, '07 Long Beach, Cal. 

Lucas, Helen, '11 Cameron, 111. 

Luckey, Helen, '07, (Andrews), [Knox Conservatory] . .Abingdon, 111. 

Luckey, Josephine, '01 Piano player, Illinois hotel, Galesburg 

Luckey, Lottie M., '00, (Hart) Peoria, 111. 

Lueder, Amy, '08 Galesburg 

Lueder, John, '06. [Brown's] Galesburg 

Lueder, Roland, '10, [Brown's] Galesburg 

Lunberg, Edwin, '09 Marshall Field & Co., wholesale, Chicago, 111. 

Lundgren, Tillie, '81, (Adolph Rundquist) White Hall, Mich. 

Lundstrum, Mae H. S., '09 Stenographer, Fuel Co., Galesburg 

Lundquist, Walter, '09, [Knox] Budget print shop, Galesburg 

Luvall, Esther G., '11 S. H. Knox & Co., Galesburg 

Mack, Hattie, '95, [St. Marj-'s of the Woods] Galesburg 

Madison, Harriet, '07 Stenographer, C. F. Hurburgh, Galesburg 

Madison, Karl E., '02, [Brown's] Funeral director, Portland, Ore. 

Main, Frances M., '98, (France), [T. S., Kind. Nor.], Marshall, Mich. 

Main, Jennie, '88, (Moore) Galesburg 

Malick, Angle L., '87, (Whiting) Kansas City, Mo. 

Maloney, Mary Alice, '78, (Clark) Galesburg 

Mann, Helen A., '09, [T. S.] Teacher, Farnham School, Galesburg 

Mannering, Florence, '06 Clerk, N. P. Nelson, Galesburg 

Manning, Harold A., 98 Vide Motor Co., Rock Island, 111. 

Markley, Mildred, '06, ( Chas. Whitvcr ) Galesburg 

Marble, Maud, '85 Died, • 

Mariner, Ward, '03, [Knox] Salesman, Gales. Gro. Co., Galesburg 

Marriott, Bates, '11, [Knox] Galesburg 

Marriott, Mable, '06, (Roy Barnstead) Galesburg 

Mars, Jas. A., '94, [Knox, West Point], 1st lieut., Jolo. Philippine Is. 

Mars, Kate, '93, (Wilson) Flagstaff, Ariz. 

Mars, Mary, '00, [Knox] Galesburg 



HIGH SCHOOL ALUMNI. 311 

Marsh, Bessie, '89, [Brown's] .Head cashier, Hotel Utah, Salt Lake City 
Marsh, Pauline, '08, [Brown's] .. .Clerk, O. T. Johnson Co., Galesburg 

Marshall, Josephine, '01, (King) Bathgate, N. Dak. 

Martin, Albert B., '01 Lewis Kitchen Co., Chicago, 111. 

Martin, Bessie, '85 Principal, E. Galesburg School, Galesburg 

Martin, Mildred M., '04, (Roy Landon) Galesburg 

Martin Vella V., '03, [Lombard], Inspector, State Alms Hs, Galesburg 

Martin, Wm. J., '74, [Knox] Real estate, San Francisco, Cal. 

Massingill, Ella L, '10, [Cottage Hospital] Nurse, Galesburg 

Massie, Beatrice, '04, (Erwin) Nolan, New Mex. 

Massie, Harriett, '01, (Irwin) Springfield, 111. 

Mason. Amanda S., '69, (Tuten), [Knox] Died, 

Mason, Donald L., '11 Teacher, Salem School, Galesburg 

Mason, Ernest T. S., '83 Prudential Life agent, Galesburg 

Mason, Katherine A., '02 Galesburg 

Mason, Mattie, '02, (Thompson) Collector, Dr. Morris, Galesburg 

Mason, Zella B., '09. ( Powell) Rock Island, 111. 

Matteson, Frank, '85 Pres., Purington Brick Co., Galesburg 

Matteson, Ralph, '95. [Knox] . .Foreman for contractor, Rockford, 111. 

Matteson, Minnie, '01 Wataga, 111. 

Mather, Alice, '84, (C. J. Wood), [Knox] Galesburg 

Mather, Harold, '05, [Knox] Practicing law, Belen, New Mex. 

Mathers, Aaron, '10, [Knox, Notre Dame] Farmer, Laura, 111. 

Mathers, Andrew, '11, [Notre Dame] Laura, 111. 

Mathis, Alta, '11 Ancona, 111. 

Matthews, Linn, '03, [Knox] Parole officer, Joliet, Galesburg 

Maury, Maude T., '98, (Lawrence) Galesburg 

Maxwell, Minnie Luella, '11 Galesburg 

Maxwell, Jennie, '99, (Priaulx) Tacoma, Wash. 

Maxwell, Will C, '93 Atty. for the Edison Co., East Orange, N. J. 

Mayes, John B., '11, [Lombard] Mgn, Elite Theatre, Galesburg 

Mayer, Oscar, '93 Hotel manager, Chicago, 111. 

Mazzone, Lena Josephine, '10 Walsenburg, Colo. 

MacHale, Lillian, '05, [Lombard] Galesburg 

MacLaughlin, Maude, '05, [Knox] Galesburg 

McBride, Isabel, '07, (Steinbrecher) Burlington, la. 

McCabe, Frank L., '06, [Knox] Chicago, 111. 

McClelland, Bruce C, '04, [Knox] .. .Land reclamation, Bancroft, Wis. 
McClanahan, Vaughn, '10, [Knox, Physicians & Surgeons] .. .Galesburg 
McClintock, Everett, '10, [Brown's] .. .Trav., Rebington Co., Galesburg 

McClure, Bonnie Jean, '11 Clerk, N. P. Nelson Co., Cameron, 111. 

McClure, Gertrude M., '11, [U. of Valparaiso] Valparaiso, Ind. 

McClure, J. Ross, '(X) Simpson-McClure Lumber Co., Galesburg 

McClure, Violet B., '03 Galesburg 

McClure, F. Webster, '09 Mgr. lumber yard, St. Francesville, 111. 

McCollum, Bessie, '10, [Knox] Galesburg 

McCollom, Caroline, '09, [Knox], Sten., McCollom Bros., Galesburg 

McCoy, Daniel, '07 Farmer, Laura, 111. 

McCoy, Marie, '07 Farm, Laura, 111. 

McCoy, Winifred D., '03, [Simmons], Teacher, Dom. Arts, Pana, 111. 

McCreary, Marjorie L., '10 Galesburg 

McCullock, Birdie, '99, (Lindburg) Galesburg 

McDonald, Ida G., '02, [Gregg School, Lombard] Galesburg 



312 GALESBURG PUBLIC SCHOOLS 

McGrath, Mary, '10 Telephone operator, Galesburg 

McKee, Mildred J., '10 Galesburg 

McKee, Jean. '03, [Knox Con.] Teacher, Pianoforte, Galesburg 

McKelvie, Ward, '08 North Henderson, 111. 

McLaughHn, Lulu M., '97, (Flynn) Galesburg 

McMasters, Mary E., '97, (W. A. Thompson) Altona. 111. 

McMeen, James, '07 Electrician, Peoria, 111. 

McMeen, Marian, '06 Teacher, Peoria, 111. 

McNear, Ethel M., '02 Died, 1908 

McNear, Lee, '05 Cement worker, Galesburg 

McQuillan, Kate, '80, ( D. Morley) Galesburg 

McWilliams, Fred R., '04. .Kan. Mgr., Quincy Show Case Co., Wichita 

Mead, Ora, '08 Farmer, North Henderson, 111, 

Mecum, Alice, '04, (Boyer), [Knox] Galesburg 

Meeks, Faye, '09, [Lombard] Galesburg 

Meeks, Wm., '08, [Brown's] . .Bookkeeper, W. A. Jordan Co., Galesburg 

Mehler, Hazel, '07, [Knox] Galesburg 

Melburg, Minnie, '89, (Carlson) Galesburg 

Melin, Lillie M., '06, (Herman Linner) Galesburg 

Melville, Susan Gracia, '09, [Knox] Galesburg 

Merrill. Nelhe A., '86, (Schultz) Los Angeles, Cal. 

Mills, Elsie, '04, (C. A. Duncan) Monmouth, 111. 

Mills. Evelyn. '01 Teacher, Galva, 111. 

Miller, Douglas, '08, [Knox] Bellview. Idaho 

Miller, Ethel Lass, '11. [Knox] Galesburg 

Miller, Glenn F., '98, [Knox, U. of 111.].. Baker Mfg. Co., Chicago, 111. 

Miller, Harvey, '05 Telephone Co., Chicago, 111. 

Miller, Herbert, '07, [Knox] Galesburg 

Miller, Ivan. '02 Bookkeeper. C. B. & Q.. East St. Louis. 111. 

Miller, Mabel, '07 Galesburg Union Telephone Co., Galesburg 

Miller, Maud, '96, (Keenan) Galesburg 

Miller, Myra, '95 Teacher, Knoxville, 111. 

Milmine, Edward, '89 Union Pacific R. R. Co., Omaha, Neb. 

Mitchell, Alice, '07, [T. S.] Teacher, Bateman School, Galesburg 

Moberg, Ernest, '11 Farmer. Cameron, 111. 

Moberg. Linnie C, '82 Seattle, Wash. 

Moberg, Nettie A., '82 Seattle. Wash. 

Moline, Lilhe, '05 Bishop Hill, 111. 

Monds, Mary. '05, (Archie Dunham) Galesburg 

Moore, Bernice, '07, (Archie Powell) Rock Island, 111. 

Moore, Jas. M., '87 Spokane. Wash. 

Moore, Katherine A.. '98 Teacher, China painting, Galesburg 

Moore, Mabel, '08, [Bradley] Peoria, 111. 

Moore, Mary, '01 Bookkeeper, Walton-Van Huffel Co., Galesburg 

Moore, Peter P., '97, [Knox, Anna Morgan School of Eloc], Died, 1905 
Moore, Tom, '01, [Brown's], Sten. Hickman, Williams & Co.. Chicago 

Morey, Jessie. '03. (Montgomery) Chicago. 111. 

Morey, Mabelle, '01 Office, Gas & Electric Light Co., Galesburg 

Morrison, Gertrude, '06. (Curtis) Hermon. 111. 

Morse, Archie S., '11, [Knox] Galesburg 

Moshier, Cornelia, '01, (Clearwater), [Knox] Oneida, 111. 

Moshier, Maude, '89, (Wright), [Knox, Cottage Hospital] .. .Died, 1910 
Mott, Kathryn, '99 Rio, 111. 



HIGH SCHOOL ALUMNI. 313 

Mount, Anna Adelia, '10, [Lombard] Galesburg 

Muir, Ella, '00, (R. O. Housh), [Knox Con., T. S.] Galesburg 

Muir, Sadie, '99, [Cottage Hospital] Nurse, Galesburg 

Muncey, Elizabeth, '06, [Conservatory, Cincinnati] Hamilton, Ohio 

Munsell, Hattie E., '80, [Knox, Cook Co. Nor., Art Inst.] . .Chicago, 111. 
Munson, Caroline, '89, (Brooks), [Knox Con., Chic. Mus.], Galesburg 

Munson, Dorothy, '02, [T. S.] Teacher, Douglas School, Galesburg 

Munson, Laura Josephine, '09, [Augustana] Galesburg 

Munson, Leo G., '10 Wells Fargo Express Co., Galesburg 

Munson, Marie, '00, [Kind. Normal] Kind, teacher, Chicago, 111. 

Murdock, Chas., '85, [Knox] Fairview, Nev. 

Myers, Dorothy, A., '94, (O. L. Judson) Galesburg 

Myers, Harry, '09, [Physicians & Surgeons] Galesburg 

Nash, Beth H., '04, [Tuft's College, Mass.] Los Angeles, Cal. 

Necasek, Leo, '10, [Brown's] Stenographer, "Q" offices, Galesburg 

Neely, Walter D., '97 Asst. postmaster, Butte, Mont. 

Neff, Glenn R., '10, [Stetson Univ.] De Land, Fla. 

Neifert, Ira, '08, [Knox] Galesburg 

Neil, Florence, '08, [Knox, T. S.] Teacher, Galesburg 

Neiswender, Mary, '99 Teacher, Geneseo, 111. 

Nelson, Ada M., '08, [Knox] Galesburg 

Nelson, Addie L., '81 Bookkeeper, Galesburg 

Nelson, Alvira N., '03, [Lombard] Died, 1905 

Nelson, Arthur A., '01 Marshall Field & Co., Chicago, 111. 

Nelson, Clarence L., '00 Banker, Bliss, Idaho 

Nelson, Delphia, '07 Bookkeeper, Dr. Longbrake, Galesburg 

Nelson, Edna K., '10, [Knox Conservatory] Galesburg 

Nelson, Edwin, '03 Chicago, 111. 

Nelson, Effie, '83, (Barr) Chicago, 111. 

Nelson, Elfreda, '90, (Olson) Galesburg 

Nelson, Emily A., '94, (P. E. Boyer) Galesburg 

Nelson, Esther, '10 Galesburg 

Nelson, Helen, '91 Stenographer and bookkeeper, Galesburg 

Nelson, Hortense, '10, [Knox] Galesburg 

Nelson, Julia M., '03 Clerk, P. C. Tryner, Galesburg 

Nelson, Lida, '00. 

Nelson, Lincoln A., '06 Draftsman, Detroit, Mich. 

Nelson, Marian, '69 Teacher, Churchill School, Galesburg 

Nelson, Myrtle A., '11, [Post Graduate] Galesburg 

Nelson, Vera Albertina, '09 Galesburg 

Ness, Viola, '10, [Knox] Wichita, Kan. 

Newcomer, Carrie, '01 N. Henderson, 111. 

Newcomer, Ray, '01 Farmer, N. Henderson, 111. 

Newell, Lottie J., '65, [Knox] Galesburg 

Newton, Nellie, '96, (A. M. Childers) Galesburg 

Nirdlinger, Gertrude, '00, (Hirsch), [Knox] Burlington, la. 

Nirdlinger, Sidney, '02, [Knox, Johns Hopkins] Chemist, Galesburg 

Noble. Earl G.. '06 Died, 1908 

Noble, Ralph M., '06, [U. of 111., Leland Stanford U.]...Palo Alto, Cal. 

Norine, Margaret, '07, [Colorado University] Denver, Colo. 

Norris, Frank L., '01 Book merchant, Kirksville, Mo. 

Norton, Albert Henry, '00 Fireman, Burlington, la. 

Norton, Anna, '00, (Gurley), [Training School] Galesburg 



314 GALESBURG PUBLIC SCHOOLS 

Norton, Anna Marie, '10 Galesburg 

Norton, Florence M., '97, (Ed. Tobin) Galesburg 

Norton, Wm. E., '98 Farmer, Galesburg 

Nystrom, Josie, '08 Galesburg 

Nystrom, Minnie, '03, (Herman Peterson) Kansas City, Mo. 

Nystrom, Verna, '04, [Training School] Died, 1908 

Obenlander, Ethel May, 'll....Sten., Willis Cornice Works, Galesburg 

Oberg, Belinda, '94, (J. L Engstrand), [Knox Con.] Galesburg 

Oberg, Florence, '04 Galesburg 

Oberg, Lillie Louise, '00 Galesburg 

Oberg, Selma, '95, [Knox Con.] Stenographer, Spokane, Wash. 

Oberg, Stanley, '01 Grocer, Galesburg 

Ogden, Mary Adeline, '98, (Capps) Berwick, 111. 

Ohls, Lura, '06, (Thos. Chalmers), [Cottage Hospital] Galesburg 

Ohls, M. Marjorie, '10, [U. of 111.] Urbana, 111. 

Oleen, Carl, '95 Clerk, Chicago, 111. 

Oleen, Clara H., '94, [Knox, Brown's], Westinghouse Co., Denver, Colo. 

Oleen, Evelyn, '01 Chicago, 111. 

Oleen, Wilford. '00 Kansas City, Mo. 

Oleson, Maud E., '02. 

Olin, Ida R., '80, (Charles Goldsmith) Lincoln, Neb. 

Olmstead, Flora E., '63, (John Avery), [Knox] Galesburg 

Olson, Agnes Mildred, '10,, [Knox] Galesburg 

Olson, Anna M., '86, (Eckstrand) Kansas City, Mo. 

Olson, Bessie, '07, [Brown's] . .Bookkeeper, Gross Mfg. Co., Galesburg 

Olson, Edna Kama, '10 Farm, Galesburg 

Olson, Ellen, '85, (Johnson) Galesburg 

Olson, Ellen, '08 Teacher, Altona, 111. 

Olson, Gregg, '07, [Knox] Print shop. High School, Galesburg 

Olson, Irene, '00, (Walter Frank), [Knox, T. S.] Galesburg 

Olson, James O., '82 Died, 1887 

Olson, Louise, '85 Galesburg 

Olson, Myrtle, '06, (Patten) Galesburg 

Olson, Nettie, '88 Galesburg 

Olson, Stella A., '87, (Swanson) Galesburg 

Orgibet, Mattie M., '02 Galesburg 

Orgibet, May, '99, (Herron) Galesburg 

Ostrander, Bertha, '01 Galesburg 

Ott, Addie M., '06, (Carlisle Carroll) Chicago, 111. 

Overlander, Katie, '96, (Lutgens) San Diego, Cal. 

Overlander, Lucy, '00 North Dakota 

Packard, Cora, '89, (Wood) Died, 1903 

Packard, Lottie, '76, (Williams) Died, 

Page, Edith, '03, [Knox Con.] Teacher, Pianoforte, Galesburg 

Page, Frank G., '96, [Brown's] . . .Clerk, S. P. & S. R. R., Portland, Ore. 

Page, Mary L., '04 Teacher, High School, Galesburg 

Palm, Esther, '09. .. .Stenographer, 111. Anti-Saloon League, Galesburg 

Palmer, Daisy Irene, '10 Galesburg 

Palmgren, Ella F., '11 Home Telephone office, Galesburg 

Palmquist, Alma C., '06, [Augustana]. .Sten., Bank of Gales., Galesburg 

Palmquist, Nancy, '08, (M. E. Scullen) Galesburg 

Palmquist, Verner C, '11 Clerk, China store, Ottumwa, la. 

Panhorst, Earl H., '02 Carpenter, Portland, Ore. 



HIGH SCHOOL ALUMNI. 



315 



Panhorst, Florence, '11 Home Telephone office, Galesburg 

Panhorst, Pearl, '07 Galesburg 

Parker, Carrie A., '11 , (Magers) Galesburg 

Parry, Josie, '91, (J. W. Grubb) Galesburg 

Patch, Alice, '84, [Knox, Kind. Normal] Died, 1911 

Patterson, Ralph, '96.. City salesman, Baker Cocoa Co., St. Louis, Mo. 

Paul, Gladys, M., '11 Milliner, Galesburg 

Pawling, Robert, '09 Teacher, Pleasant Grove School, Galesburg 

Payton, Mary, '11 Galesburg 

Pearson, Esther, '87 Clerk, Kellogg, Drake & Co., Galesburg 

Pearson, Esther E., '09, [Brown's] . .Bookkeeper, Physicians, Galesburg 

Pearson, Hattie I., '11 Pianist, Colonial Theater, Galesburg 

Pease, Bertha, '01, (Lee) Alexis, 111. 

Pease, Guy, '99 Farmer, Plattsville, Colo. 

Peck, Clyde A., '01 Teacher, Conservatory, Dubuque, la. 

Peck, Emma, '97 Galesburg 

Peck, Henry, '96, [R. I. Sch. of Design], Illustrator, Wilmington, Dela. 

Peck, Margaret, '01, (R. N. Turner), [Knox] Palenville, N. Y. 

Penn, Edythe, '08 Office, Dr. Safford, Galesburg 

Perkins, Clayton, '91 Real estate, Durango, Colo. 

Peterson, Alvah, '07, [Knox, U. of 111.] Galesburg 

Peterson, Anna F., '09, [Knox Conservatory] Galesburg 

Peterson, Anna H., '02 Galesburg 

Peterson, Anna J., '98, [Episcopal Deaconess School] Galesburg 

Peterson, Anna M., '86, (Pankey) Galesburg 

Peterson, Arthur R., '09 Clerk, Peterson's Grocery, Galesburg 

Peterson, Bertha I., '10, [Knox] Teacher, Knox Co., Galesburg 

Peterson, Beulah, '10. . .Stenog., Galesburg Machine Works, Galesburg 

Peterson, Carl Lawrence, '02 Chicago, 111. 

Peterson, Eda C, '81, (Swanson) Minerlake, Mich. 

Peterson, Edith, '11 Coad's Book Store, Galesburg 

Peterson, Edna, '06. . .Bookkeeper, Burgland's meat market, Galesburg 

Peterson, Eleanor S., '09, [Knox] Galesburg 

Peterson, Ella H., '11 Galesburg 

Peterson, Estelle, '08 Teacher, Victoria, E. Galesburg 

Peterson, Esther O., '83, (Larson), [Brown's] Died, 1905 

Peterson, Ethel Louise, '11 Galesburg 

Peterson, Florence E., '10 Galesburg Union Tel. Co., Galesburg 

Peterson, Gertrude, '91, (Kerr), [Knox] Detroit, Mich. 

Peterson, Hattie, '92, [Brown's] Bookkeeper, Kewanee 

Peterson, Hazel, '05 Galesburg 

Peterson, Hazel L, '11. . .Sten., Elec. Wiring & Supply Shop, Galesburg 

Peterson, Hilma C, '98 Galesburg 

Peterson, Jennie, '84, ( Madison ) Galesburg 

Peterson, Jennie E., '08 Stenog., Galesburg Piano Co., Galesburg 

Peterson, Lawrence A., '07 Galesburg 

Peterson, Leila I., 'CM. Sten., State Board of Exam, of Nurses, Chicago 

Peterson, Lillie, '96, (Hugh Steele) Galesburg 

Peterson, Lillie, '05, (Bergstrom) Galesburg 

Peterson, Lola E., '03, (Haswell) Kewanee, 111. 

Peterson, Mabel, '05 Galesburg 

Peterson, Maud B., '02 Stenographer, Chicago, 111. 

Peterson, Myrtle E., '02 Bookkeeper, Union Hotel, Galesburg 



316 GALESBURG PUBLIC SCHOOLS 

Peterson, Nettie L, '94, [Brown's] Galesburg 

Peterson, Selma A., '98, [Knox, T. S.] Kenmual, Alsask, Canada 

Peterson, Violet, '05 Stenographer, A. O. Lindstrum, Galesburg 

Peterson, Wallie, '05...Asst. Wire Chief, Gales. Union Tel., Galesburg 
Peterson, Willma M., '06, [T. S.] . .Teacher, Churchill School, Galesburg 

Peterson, J. Willis, '01 People's Trust & Savings Bank, Galesburg 

Phelps, Anna S., '71. 

Phillips, Eugene, '11 Grocer, Galesburg 

Phillips, Mary, '78, (Coflfey) Galesburg 

Phillips, Velma, '10, [Knox] Galesburg 

Piatt, Roy L., '99, [Knox] Grain dealer, Galesburg 

Pierson, Jennie, '90, ( Roadstrum) Galesburg 

Pierson, Roy Harold, '11 Farmer, Galesburg 

Pillsbury, Harris, '04, [Knox, McCormick Theol. Sem.] Galesburg 

Pine, May, '87, [U. of Chi., Coll. of Osteopathy] Los Angeles, Cal. 

Pittard. George, '08 Farmer, Monmouth, 111. 

Plattenberg, Lucile, '99, [Knox] Canton, 111. 

Porter, John R., '83 Cashier, Bank, Orange, Cal. 

Porter, Paul, '11, [Knox] Galesburg 

Potter, Alice S., '83 Stenographer, New York 

Potter, Harriet, '88, (Byram) Effingham, 111. 

Potter, Herman H., '97, [Knox] . . . .Mgr., Gas works, Washington, Ind. 

Potter, Lois, '08, [Knox] Galesburg 

Potter, Mark J., '98 Traveling salesman, Chicago, 111. 

Potter, Mary, '09, [Knox] Galesburg 

Potts, Erma, '08, (Lanihan) Sheridan, Wyoming 

Powell, Matie G, '87, (Taylor) Galesburg 

Powelson, Hot-ace Elwood, '09, [Knox] Galesburg 

Pratt, Robert, '01 Civil Engineer, Galesburg 

Presson, Nellie M., '03, (Weston) Galesburg 

Price, Anna L, '98, (Moore) Chicago, 111. 

Price, Cora, '08, [Business Coll.] Stenographer, Oskaloosa, la. 

Prince, Henry, '07, [Knox, Wash. U., Harvard Law] Galesburg 

Prince, Irving H., '10, [Knox] Galesburg 

Pugh, Earl, '00 Brakeman, Long Beach, Cal. 

Purington, Helen, '04, (Jesse Phillips) Chicago, 111. 

Purington, Stewart, '08, [Knox] Des Moines, la. 

Purviance, Carolyn, '05, [Knox Con.] . .Nurse, St. Luke's, Chicago, 111. 

Purviance, Edith, '03 Galesburg 

Purviance, Grace M., '04, [Knox] Teacher, Virden, 111. 

Putnam, Blossom S., '11 Teacher, Wataga, 111., Henderson. III. 

Quick, Esther, '09 Teacher, Ft. Sumter School, Altona, 111. 

Quinlan, Marie, '03, (Keips) Fon du Lac, Wis. 

Quinlan, Martin, '96... City collector, Jones & Laughlin, Chicago, 111. 

Ragon, Nellie Mae, '09, [Training School] Died, 1911 

Ramp, John, '01 Telegraph operator, Galesburg 

Rathbun, Frederick J., '04, [Knox] New Windsor, 111. 

Rathbun, George L., '04, [Knox] New Windsor, 111. 

Rawalt, Harry, '00 Operator, N. W. Telegraph Co., N. Dakota 

Rawalt, Milo, '05, [Brown's] Farmer, Canton, 111. 

Rawles, Blanche, '08, [T. S.] Teacher, Churchill School, Galesburg 

Ray, Jessie F., 11, [Knox] Teacher, High School, Galesburg 

•Ray, Linnie G., '80, (Swag) Teacher, Hitchcock School, Galesburg 



HIGH SCHOOL ALUMNI. 317 

Raymond, Addie, '88, (Gaylord) La Grange, 111. 

Raymond, Helen, '07, [Knox Conservatory] Galesburg 

Read, Caroline, '06, [Knox] Stenographer, St. Joseph, Mo. 

Read, Grace Katherine, '10 Stenographer, St. Joseph, Mo. 

Read, Henry H., '98, [Knox] Mossleigh, Alberta, Canada 

Read, Robert S., '04, [Knox] Mossleigh, Alberta, Canada 

Ream, Albert J., '87 Contractor, Galesburg 

Ream, Grace, '96, [St. Luke's, Highland Hosp.] ... .Nurse, New York. 

Ream, Helen E., '10, [Lombard] Galesburg 

Rearick, Marie, '05, [Knox, Training School] Galesburg 

Redfield, George, '91, [Knox] ... .Gen. Electric Co., Minneapolis, Minn. 

Redfield, Mary, '84 Died, 1892 

Reed. Verne, '07 Peoria, 111. 

Regnier, Ethelyn, '97 Died, 

Regnier, Jessie I., '09, [Brown's] Stenographer, Galesburg 

Regnier, Mary, '99, (Pierce) Wataga, 111. 

Regnier, Trella, '92, (Burch) Elbron, la. 

Renstrom, Alfred, '92, [Brown's] Shipping clerk, Moline, 111. 

Repine, Etta, '01 Rock Island. 111. 

Reynolds, Clara, '88 Died, 1895 

Reynolds, Fannie, '91, ( Paine) Abingdon, 111. 

Reynolds, James, '89. 

Reynolds, James B., '01, [Gem City Business] Abingdon, 111. 

Reynolds, Nellie P., '83, (F. Hamblin) .. .Teacher, Grand Rapids, Mich. 

Reynolds, Sarah, '89 Grand Rapids, Mich. 

Rhodes, Helen, '11, [Michigan Univ.] Ann Arbor, Mich. 

Rhodes, Helen E., '04, (Moorehead) Waterloo, la. 

Rhodes, Letitia, '05, [Knox Conservatory] Galesburg 

Rice, Delia M,'80,(Matheny), [Kn,U of Z,U of M,J Hop] Phys,Galesburg 

Ringstrom, Emma C, '79 Died, 1893 

Rich, W. H., '02, [Lombard], Teacher, Stanford Univ., Palo Alto. Cal. 

Richards, Helen, '07, (Judd) Galesburg 

Richardson, Ada Frances, '09 Galesburg 

Richey, Frances E., '03, [Lombard] .. .Teacher, High School, Galesburg 

Richter, Minnie A., '06, (Frank Westfall) Chicago, 111. 

Ricky, William, '01, [Brown's] Rocky Ford. Colo. 

Ridgeley, Clarence, '90 Mechanical Engineer, Litchfield, 111. 

Ridgely, George, '90 Died, 1890 

Ring, Linne, '11 Brick yards, Galesburg 

Risburg. Esther A., '11 Clerk, O. T. Johnson Co., Galesburg 

Risburg. Fred A., '08 Mgr., Cigar store, St. Paul, Minn. 

Risley, Inez, '92, [T. S.] Teacher, Weston School, Galesburg 

Roadstrum, Clayton, '99, Trav. salesman, Milburn Co., Indianapolis, Ind. 

Roadstrum, Forrest A., '02 Terry Lumber Co., Beardstown, 111. 

Roadstrum, Nellie, '92, (Inness), [Brown's] Galesburg 

Roadstrum, Ralph, '93 Mgr., Union Telephone Co., Galesburg 

Robb, Clell R., '09. [Brown's] . ..Stenog., W. A. Anderson's, Galesburg 

Robb, Madge, H., '11 Teacher, Cameron, 111. 

Robb, Nellie, '08 Teacher, Dunlap School, Galesburg 

Robbins, Margaret C, '09 Clerk, O. T. Johnson Co., Galesburg 

Robbins, Zilpha, '04, [Knox, Rush Medical] Chicago, 111. 

Robinson. Hazel M., '02, [Brown's] Stenographer, Chicago, 111. 

Robson, Eleanor H., '!(), [Knox] Galesburg 



318 GALESBURG PUBLIC SCHOOLS 

Robson, Ruth M., '11, [Knox] Galesburg 

Robson, Stuart H., '10, [Brown's, U. of 111.] Galesburg 

Rockwell, Verona, '10, [Knox] Galesburg 

Roberts, Etta, '03, (Lowell) Galesburg 

Roberts, Harold, '05 Farmer, Ontario, 111. 

Roberts, Mabel, '94, (J. S. Burton) Columbus, Wis. 

Roberts, May B., '86, (E. J. King), [Knox] Galesburg 

Robertson, Allen, '10 Farmer, Rio, 111. 

Robertson, Eugene A., '11, [Knox] Galesburg 

Robertson, Fred, '01 Wells, Fargo Express Co., Galesburg 

Robertson, Mary, '08 Farm, Galesburg 

Robertson, Maud, '07, [Knox] Farm, Galesburg 

Root, Elizabeth D., '97, ( Wm. Barry), [Knox] Galesburg 

Rodormer, Bessie A., '02 Milliner, Galesburg 

Roderick, Ben K., '10 Bookkeeper, Des Moines, la. 

Roffey, Minnie. '84, (Goddard) Jamesport, Mo. 

Rogers, Chas. B., '98. . .Shipping clerk, Herschel Mfg. Co., Peoria, 111. 

Rogers, Clara, '00, (Caldwell), [Knox Conservatory] Galesburg 

Rogers, Ella, '01 Clerk, O. T. Johnson Co., Galesburg 

Rogers, G. Fern, '03, [Knox] Galesburg 

Rogers, Geo. E., '98 Real estate. New York, N. Y. 

Rogers, Harry E., '98 Tourist Conductor, "Q," Chicago, 111. 

Rogers, Lila, '99. 

Rogers, Mary, '06 Stenog., Galesburg Grocery Co., Galesburg 

Rogers, Ralph, '03. [Knox]....U. S. Indian service, Toppenish, Wash. 

Root, Buell, '95, [Knox] Traveling salesman, Lincoln, Neb. 

Root, Reba, '99, (Wannemaker) Galesburg 

Rose, Hazel M., '10 Studying music, Galesburg 

Rose, Harry, '06. .Mgr. Terry Lumber Co., Roseville yard, Roseville, 111. 
Rose, Mabel C, '09, [Brown's] ... .Clerk, O. T. Johnson Co., Galesburg 

Rosenau, Millie, '99 Chicago, 111. 

Rosengren, Tulip, '07, [Brown's] Dressmaker, Galesburg 

Ross, Laverna L., '03, (Haynes) Seattle, Wash. 

Ross, Mae Anna, '09 Galesburg 

Rowan, Isal, '06, (Aldrich), [Knox Con., Oberlin] Stoutsville, Mo. 

•Rugar, Jennie S., '75, [Knox] Artist, Joliet, 111 

Rumbeck, Mamie, '01, (Anderson) Peoria, 111. 

Rundquist, Olga, '06, [Knox Con.] Teacher, music, Galesburg 

Runkle, Louise, '01, [T. S.] Teacher, Bateman School, Galesburg 

Rusk, Louella, '85 Dressmaker, Galesburg 

Rusk, Wilbur M., '10, [Brown's] Galesburg 

Russel, Leone Ruby, '11 Wataga, 111. 

Ryan, Cecilia C. '82 Died, 1893 

Ryan, Helen, '08, [Knox] Galesburg 

Ryan, Lizzie M., '78, (Balensifer) Died, 1901 

Ryan, Marion Cecelia, '11, [Knox] Galesburg 

Ryan, Robert, '11, [Knox] Galesburg 

Sadler, Anna, '88, ( Sturgeon ) Peoria, 111. 

Sage, Mabel, '01, (Gabrielson) Denver, Colo. 

Salem, Arthur Renhold, '09 Farmer, Galesburg 

Salem, Edna Irene, '09 Clerk, general store, Soperville, 111. 

Salisbury, Florence M., '11, [Brown's] Galesburg 

Sanborn, Earle, '07, [Knox] Galesburg 



HIGH SCHOOL ALUMNI. 319 

Sanburg, Martha, '11 Clerk, O. T. Johnson Co., Galesburg 

Sandberg, Mary, '93 Registered Nurse, Galesburg 

Sandell, Madora G., '97 .. Bookkeeper, Fidelity S. & L. Assn., Galesburg 

Sandquist, Sara, '98, (Johnson) Eskilstuna, Sweden 

Sauter, Ray, '06, [Knox] Galesburg 

Sauter, Vera, '10, [Knox] Galesburg 

Schaeffer, Alice L., '98, (Durham) Los Angeles, Cal. 

Scheiderman, Arlie, '97 Clerk, The Fair, Chicago. 111. 

Schoettler, Arthur, '07, [Knox, Bradley] .Teacher, Grand Rapids, Mich. 

Schoettler, Laura, '07, [Knox] Teacher, High School, Toulon, 111. 

Schoettler, Lewis, '00 Machinist, Springfield, Mo. 

Schoettler, Myrtle M., '10. . . Stenog., Wagoner Printing Co., Galesburg 

Scholes, Alia, '05 Clerk in store, Canton, 111. 

Schryver, Alice M., '78, (Sawyers), [Knox] Died. 1893 

Schryver, Anna A., H, [Michigan Univ.] . .Teacher, Ann Arbor, Mich. 

Schultz, Gretchen H., '09, [Lombard] Galesburg 

Schultz, Olga, '11, [Post Graduate] Galesburg 

Schwerer, Atlena B., "il, (Baer) Henderson, 111. 

Scoglund, Maud Olivia, '97, (Whipple) Galesburg 

Scott, Anna, '96, (C. F. Hurburgh), [Knox Con.] Galesburg 

Scott, Chas. G., '74 Wholesale grocer, Minneapolis, Minn. 

Scott, Edwin J., '94, [Brown's] Grocer, Galesburg 

Scott, Elizabeth L., '98 Galesburg 

Scott, Gilbert, '88 Grocer, Galesburg 

Scott, Jewell, '10 Clerk, O. T. Johnson Co., Galesburg 

Scott, Preston, '01 Meat inspector, E. St. Louis, 111. 

Scudder, Ella, '88, (Eckenberger) Decatur, Mich. 

Scudder, Lillie, '92, (Ridler) New York, N. Y. 

Scurry, Wm. J., '11 C. B. & Q. repair yards, Galesburg 

Seacord, Marie, '03, [Knox] Galesburg 

Searle, Arthur, '05 Collector, Gas & Electric Light Co., Galesburg 

Searles, Milford, '89, [Knox] Collector, Rep.-Reg., Galesburg 

Searles, Roe, '00 Switchman, "Q," Galesburg 

Seastedt, Clara, '93, ( Salzberg) Galesburg 

Seeley, Frankie. '08, [ Knox] Galesburg 

Segrist, Aleta Mary, '09, [Lombard] Galesburg 

Selleck, Mable E., '93, (Dr. Hyde), [Nurse's Train'g] . . .Willmette, 111. 

Selleck, Mamie, '98, (H. A. Drake) Galesburg 

Selk, Adelaide, '79 Seymour, 111 

Senate, Flora, '99 Nekoma, 111. 

Seymour, Ona Elizabeth, '11, [Brown's] Geneseo, 111. 

Shadley, Harold M., '10, [Brown's] "Q" office, Galesburg 

Shadley, Hazel Marie, '11, [Knox] Galesburg 

Shaffer, Elma, '01, (Thompson) Casper, Wyo. 

Shannon, Lucy, '91, ( Mell Evans) Galesburg 

Shannon, Maud, '93, (Blue) Canton, Kan. 

Sharp, Beulah N. M., '11 Gross Mfg. Co., Galesburg 

Sharp, John, '03 Ranchman, Haxton, Colo. 

Sharp, Pearl Adelia, '10 Teacher, Henry School, Galesburg 

Shaver, Harold, '07 Farmer, N. Henderson, 111. 

Shaver, Winifred, '08, [Knox] Galesburg 

Shaw, Allie M., '86, (McCullough) Omaha, Neb. 

Sheldon, Carrie, '98 Art teacher, Galesburg 



320 GALESBURG PUBLIC SCHOOLS 

Sheridan, Frances, '99, (Boyd) Chicago, 111. 

Sheridan, Laura A., '10 Farm, Cameron, 111. 

Sheridan, Maude, '95, (Sayles), [Brown's] Peoria, 111. 

Sherman, Myrtle, '94, (Cardiff), [Knox], German tutor, Topeka, Kan. 

Shoreen, Albert, '01 Died, 1905 

Shull, Harry, '00 Drug store, Abingdon, 111. 

Shumway, Jesse G., '08 Galesburg 

Shults, Maude, '93 Soperville, 111. 

Sigsbee, Ray, '00, [Knox, Heidelberg Univ.] Heidelberg, Germany 

Simcox, Myrtle, '94, (Stevenson) Hollywood, Los Angeles, Cal. 

Simms, Edna C, '03 Teacher, Galesburg 

Simpson, Clarence, [Bradley] Peoria, 111. 

Sipes, Matie, '09 Clerk, O. T. Johnson Co., Galesburg 

Sisson, Fred W., '79, [Knox] Died, 1908 

Skinner, Fannie A., '75, (Northcutt) Trinidad, Colo. 

Slack, Noma, '08 Teacher, Bateman School, Galesburg 

Slater, Ruby M., '04 Teacher, Wetmore School, Rio, 111., Galesburg 

Slattery, Geo., '99, [Knox, Bellevue] Physician, New York City 

Slattery, Maggie, '95, [Knox] Teacher, Galesburg 

Slosson, Grace Isabelle, '11, [Knox] Galesburg 

Small, Mary Agnes, '11 Teacher near Yates City, Yates City, 111. 

Sm 
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th, Bessie L., '86 Photographer, Council Grove, Kan. 

th, Blanche, '95, (Tyler) Died, 1905 

th, Blanche, '97, (Bates), [Knox] Gulf Crest, Ala. 

th, Charles, '96 Mechanic, "Q," Galesburg 

th, Edith, '03, (H. A. Bowden) London Mills, 111. 

th, Estelle M.. '02, (L. Barlow) _ Galesburg 

th, Ethel Euphemia, '(X) Music teacher, Tacoma, Wash. 

th, Franklin C, '10 Lake Forest, 111. 

th, Fred C, '04 Moline, 111. 

th, Georgia A., '80, (Geo. W. Gale), [Knox] Galesburg 

th, Gilbert, '01 First National Bank, Canton, 111. 

th, Harry E., '01 Adams Express Co., St. Louis, Mo. 

th, Harry O., '94, [Knox] Died, 1909 

th, Herbert .\., '89, [Knox] Real estate, Galesburg 

th, James Wesley, '02 Farmer, Abingdon, 111. 

th, Jessie, '90 Galesburg 

th, Laura, '96, (Otis Goff), [Training School] Galesburg 

th, Lois, '96, (Squires) O. T. Johnson Co., Galesburg 

th, Louise D., '03 Galesburg 

th, Marie, '09, [Knox] Galesburg 

th, Mariel, '08, (J. W. Whittaker) Galesburg 

th, Mary Grace, '97. .Stenographer, Arnold Law Office, Galesburg 

th. May, '91 Galesburg 

th, Minnie L., '82, [Knox] Teacher, High School, Galesburg 

th, Ralph C, '04, [ Brown's] Galesburg 

th, Ruth, '90, (Gray) Galesburg 

Snap, Lillian, '07, (Kennedy) Galesburg 

Snowball, Marie, '02, ( Pankey) Galesburg 

Snyder, Bessie, '96, (Stellwagon), [Knox] St. Louis, Mo. 

Snyder, Retta L, '04, [Knox, St. Luke's Hosp.] . .Nurse, St. Louis, Mo. 

Soper, Rosalie, '03 Clerk, O. T. Johnson Co., Galesburg 

Southworth, Ethel Mae, '10, [T. S.], Teacher, Central School, Galesburg 



HIGH SCHOOL ALUMNI. 321 

Spach, Fred J., '01 Surveyor, Helena, Mont. 

Spake, Marie, '08, [Brown's] . ..Stenog., Galesburg Gro. Co., Galesburg 
Spaulding, De Witt, '88, [Phila. Phar.] ... .Druggist, New York, N. Y. 

Speed, Alice L., '94, (Comber) Galesburg 

Speed, Fannie, '91, (Comber) .Galesburg 

Spence, Cosette, '05, [Wilson Coll., Chambersburg, Pa.], Uniontown, Pa. 
Spinner, Delia, '06, [Knox, U. of Chi.] . ..Teacher, High S., Galesburg 

Spinner, Harold, '03, [Knox] Real estate, Toppenish, Wash. 

Springer, Florence, '02 Nurse, Denver, Colo. 

Springer, Lois, '09 Teacher near Victoria, Galesburg 

Squires, Chester A., '97, [School of Osteopathy] Kirksville, Mo. 

Squires, Gracia A., 11, (Evans) Died, 1908 

Stark, Nellie O., '94, [Brown's] . .Stenog., P. T. & S. Bank, Galesburg 

Steele, Lloyd Theodore, '10 Stenog., "Q" office, Galesburg 

Steele, Mildred Susan, '10, [Knox] Galesburg 

Steele, Myrtle, '08, [ Brown's] Galesburg 

Stephens, Agnes Marie, '02, (Ed. Lundgren) Woodhull, 111. 

Stephens, Lillian, '03 Clerk, O. T. Johnson Co., Galesburg 

Stephenson, Clarence Rudolph, '11, [Brown's] Galesburg 

Stephenson, Lillian Ruth, '09 Holmes Bros. Laundry, Galesburg 

Stephenson, Mamie E., '98 , ( Paulson ) Galesburg 

Stevens, Carrie, '85 Died, 1910 

Stevens, Nettie, '00, (McClure) Galesburg 

Stevens, R. C, '69 Died, 

Stilson, Ella M., '82 Seattle, Wash. 

Stilson, Frank W., 11 Died, 1906 

Stilson, Fred, '07 Farmer, Raley, Alberta, Canada 

Stilson, Lottie W., '80, (W. H. Chambers), [Knox] .. .Spokane Wash. 

Stimson, Bertha, '98. (Peterson) Galesburg 

Stofft, Arthur H., '98.. Gen. Trav. Pass. Agent, "Q," New York, N. Y. 

Stofft, Daisie D., '98, (Anderson) Galesburg 

Stofft, Frank, '91 Gen. Mgr., Deere Plow Co., Moline, 111. 

Stofft, Lillie, '92, (Gallagher) Moline. 111. 

Stone, Celeste, '07 Farm, Galesburg 

Stone, Georgia M., '02, (Allen) Galesburg 

Stone, Harriet, '93, (E. R. Drake), [Knox, T. S.] Died, 1906 

Stone, Martha, '89, (Hurd), [Knox] Riverside, Cal. 

Stone, Otis L., '00 Farmer, Galesburg 

Strain, Horace, '85, [Knox, McCormick Theo. Sem.] Died, 1909 

Stratford, Zula, '03, [U. of Columbia, U. of Paris] Paris, France 

Streedain, Leonard H., '09. .Bookkeeper, Bank of Galesburg, Galesburg 

Stromstead, Florence, '00, (Wilbur) Galesburg 

Sullivan, Catherine C, '97, (Neville), [Training School] . .Strealor, 111. 

Sullivan, John B., '98 Sullivan Varnish Co., Chicago, 111. 

Sullivan, May T., '79 Died, 1886 

Sumner, Fern, '07 Teacher, Gilson, 111. 

Sunderline, Carrie, '89, (Moor) Kewanee, 111. 

Swain, EulaHa, '99, (Peckenpaugh) Galesburg 

Swain, Wm. Alfred, '09, [Brown's] Gas office, Galesburg 

Swan, Harold, '08, [Bradley] Peoria, Ilk 

Swank, Arthur, '09 Clerk, general store, Birmingham, la. 

Swank, C. Verne, '06, [Knox] Merchant, Birmingham, la. 

Swank, Grace Leone, '10, [Knox] Galesburg 



322 GALESBURG PUBLIC SCHOOLS 

Swanson, Agnes, '07, (Edwards) Galesburg 

Swanson, Amelia, '99 Galesburg 

Swanson, Arthur H., '02, [Brown's] Clerk, "Q" Supt, Galesburg 

Swanson, Arvid, '06 Machinist, Galesburg 

Swanson, Cora, '00, (Sandstrom) Galesburg 

Swanson, Earle N., '02 Farmer, Canada 

Swanson, Ethel, '05 Office, Evening Mail, Galesburg 

Swanson, Florence A., '04, (Arthur Freeburg), Milestone, Sask., Canada 

Swanson, Forrest Clayton, '09, [Knox] Galesburg 

Swanson, Fred Curtis, '09, [Knox, U. of 111.] Galesburg 

Swanson, Hazel Caroline, '11, [Knox] Galesburg 

Swanson, Irene H Clerk, O. T. Johnson Co., Galesburg 

Swanson, Jennie M., '93 Clerk, N. P. Nelson Co., Galesburg 

Swanson, Leland D., '04, [Harvard Univ.] Galesburg 

Swanson, Lillian, '05 Bookkeeper, Com. Union Grocery, Galesburg 

Swanson, Ludwig J., '97 Traveling salesman, Galesburg 

Swanson, Marie, '10, [Knox] Galesburg 

Swanson, Mary, '95, (Strandburg) Galesburg 

Swanson, Maynard, R., '04, [Knox] Farmer, Roseville, 111. 

Swanson, Melvin, '05, [Brown's] Prop., restaurant, Urbana, 111. 

Swanson, Nellie, '98. [T. S., Kind. Nor.], Teacher, Lincoln, Galesburg 

Swanson, Ruth Otelia, '10, [Brown's] Stenog., Brown's. Galesburg 

Swartwout, Isabelle, '85, (Turner), [Pratt Inst.], San Antonio, Texas 

Sweeney, Ethel, '05, [Knox] Galesburg 

Swenson, Dora, '95, (Swenson), Clerk, Singer Mach. Co., Galesburg 

Swenson, George, '99 Commission house, Chicago, 111. 

Swigert, Grayce M., '06, (Long) Galesburg 

Swigert, Harry, '92, [Knox] Died. 1905 

Swigert, Hattic, '92 Des Moines, la. 

Swigert, Orton, '92, [Knox] Grocer, Des Moines, la. 

Swisher, Ethelyn, '07. . .Operator,Galesburg Union Tel. Co., Galesburg 
Switzer, Elizabeth, '93, (A. J. Boutelle), [Training School] . .Galesburg 

Switzer, Gertrude, '98 Wataga, 111. 

Switzer, J. W.,'98, [Knox, la. St. U.], Clerk, Mich. Cent.. Chicago, 111. 
Switzer, Roht. M., '94, [Knox, U. of 111.] . .City Ed., Register, Galesburg 

Sykes, Carol, '99, [Knox] Teacher, Pasadena, Cal. 

Sykes, Martha Glenn, '09, [Knox] Galesburg 

Talbot, Edith Otha, '00 Rock Island, 111. 

Tate, Eva, '03, (Mulvaney) Cherokee, la. 

Taylor, Bessie J., '04, ( Palmer) Galesburg 

Taylor, Lottie M., '04, (C. W. Carlson) Galesburg 

Taylor. Myrtle, '09 Wataga. 111. 

Taylor, Olive L, '83, (J. T. Duke), P. O. Reg. clerk. Galesburg 

Taylor, Roy. '05 Prop., Grand Theatre, Galesburg 

Terney, Maybelle, '03 Clerk, Chicago Bargain store. Galesburg 

Terry, Julia T., '98, (Brown), [Knox] Cleveland, Ohio 

Terry, Willis, '99, [Knox] Terry Lumber Co., Galesburg 

Thiele, Florence, W Teacher, Marshall, Wyoming 

Thiele, Virginia, '00, [Knox, T. S.] Teacher, Marshall, Wyoming 

Thomas, Bessie A., '10 Nurse, Cottage Hospital, Galesburg 

Thomas, John H., '97 Engineer, "Q," Galesburg 

Thomas, Kate, '96, (Olson), [Training School] Galesburg 

Thompson, Alma, '98, (Darst) Farm, Ferris, 111. 



HIGH SCHOOL ALUMNI. 323 

Thompson, Alma, '03, [Knox], Private Sec, Judge Thompson, Galesburg 
Thompson, Arthur B., 'OL . .Teacher, Keokuk Med. Coll., Keokuk, la. 

Thompson, Edyth, '10, [Knox] Galesburg 

Thompson, Edwin, '98 Mitchellville, la. 

Thompson, Florence May, '10 "Q" lunch counter, Aurora, 111. 

Thompson, Lizzie, '85, (.\nderson) Galesburg 

Thompson, Mable, '07, (F. S. Hoover) .. .Clerk, N. Y. store, Galesburg 

Thompson, Minnie, '91, (Hart) Chicago, 111. 

Thompson, Ruth, '08, [Knox] Galesburg 

Thompson. Wm. F., '83 Clerk, ArHngton hotel, Galesburg 

Thomson, Merle, '10, [Knox Conservatory] Galesburg 

Thoureen, Aleda T.. '10 Cashier, O. T. Johnson Co., Galesburg 

Thoureen, Edna, '07, [Lombard] Galesburg 

Thoureen, Minnie. '08 Office, S. H. Olson Grocery, Galesburg 

Thoureen, Olga V., '04, (G. Holmes) Burlington, la. 

Thoureen, Ray, '06 Died, 1910 

Thulin, Ida F., '86, (Thompson) Galesburg 

Thulin, Nettie M., '87 Died, 1897 

Thuline, Olga Josephine, '10, [Brown's] Galesburg 

Tibbits, E. Susie '84 Galesburg 

Tiflfany, Louise H., '05, [Knox Con.] Asst. Librarian, Galesburg 

Tinkham, Hazel M., '04, [Brown's] Galesburg 

Tinkham. Ralph Norton, '11 Farmer, Cameron. 111. 

Tobey, Harold Eugene, '02, [Knox, U. of 111.] Civil Eng., Chicago 

Tobin, Geo., '03. [Brown's] Asst. ticket agent, "Q," Galesburg 

Tobin, Patrick R., '04, [Brown's] .. .Night ticket agent, "Q," Galesburg 

Tobin, Wm., '96, [Lombard] Chief clerk, N. P. Ry., Billings, Mont 

Todd, Willa T., '06 Milliner. Chicago, 111. 

Toler, Ethelyn M., '11, [Science Hill] Shelbyville. Ky. 

Tomlinson, Kenneth C, '10, [Reed College] Portland, Ore. 

Toothe, Chas. H., '11. ..Clerk, Master Mechanic's office, "Q," Galesburg 
Tovey, Claire, '05, [Arkadelphia Coll.], Teacher, Univ., Wichita, Kan. 
Tovey, Henry D., '01. [Knox Con.] . .Director Music, Fayetteville, Ark. 

Townsend, Fern, '06, [Lombard] Galesburg 

Townsend, Lora, '96, (Dickinson), [Lombard] Winnetka. liK 

Townsend, Nelle, '02, (Hinchliff), [Lombard, Knox Con.] . .Galesburg^ 

Tracy, Frances, '06, (Ray Main), [Knox Con.] Altona, III., 

Tracy, I vas lone, '09, Galesburg; 

Tracy, Roy, '05, [ Brown's] Farmer, Oneida, IIU 

Trasic, Helen, '10, [Knox] Galesburg- 

Trump, Charles T., '10 Dry goods business, Frankfort, Kan. 

Trump, Hazel, '07, [Knox] ... .Teacher, Woodhull, 111., Frankfort, Kan. 

Trump, Vera G., '06, [Knox] Teacher, Lena, 111., Frankfort, Kan. 

Tryner, Edith, '03, [T. S.] Teacher, Bateman School, Galesburg 

Tryner, Jessie. '00, [Brown's] . .Bookkeeper, Terry Lum. Co., Galesburg 

Tunnicliff, Grace, '98, [Cornell, la.] Moline, 111. 

Tunnicliff, Nathaniel, '97, [Cornell U., Knox], Civil Eng., Davenport, la. 

Turney, Antoinette, '02, [Knox, Smith] Chanute, Kan. 

Turney, Thos. J., [Brown's, Dental Coll.] Chicago, 111. 

Tuttle, Gertrude, '01 Died 1904 

Tyler, Paul, '03 Tayler & Critchfield Ad. Co., Chicago, 111. 

Tyler, Vera, '10, [Knox] Galesburg 

Van Clute, Jessie, '98, (Johnson), [Knox] Gaston, W. Va, 



324 GALESBURG PUBLIC SCHOOLS 

Vanderburgh, Grace, '06, [Knox, Brown's] Galesburg 

Vanderburg, Mary, '08, [ W. 111. Nor.] Galesburg 

Van Liew, Genevra, '92, (Tuttle), [Lombard] Abingdon, 111. 

Van Scoyk, Elizabeth, [Brown's], Office, Metropolitan Ins.Co.,Galesburg 

Velander, Eunice, '11 Clerk, O. T. Johnson Co., Galesburg 

Velander, Myrtillo, '08, [Brown's] . ..Asst. bookkeeper, bank, Galesburg 

Venell, Esther, '00, (Baston) McDonald, Kan. 

Vincent, Hope E., [Oberlin] Boston, Mass. 

Vivion, Mildred, '07, (John Lowell), [Knox Con.] . .London Mills, 111. 

Wade, Alice, '04, ( Mace) Galesburg 

Waggoner, Lula, '03 Galesburg 

Waggoner, Rose, '96, (Kidder) East Galesburg 

Wagoner, Edwin B., '04, [Knox] Salesman, Cedar Rapids, la. 

Wagoner, Ellwood, '95 Trav., Comfort Mag., Eagle Butte, S. Dak. 

Wagoner, Lenora, '07 Wagoner Printing Co., Galesburg 

Walberg, Mabelle, '99, (Humphrey) Galesburg 

Walberg, Robert J., '98 Grocer, Galesburg 

Waldron, Chas., '87 Chicago, 111. 

Waldron, Georgia, '83, (W. E. Hurlbut), [Knox] Sedaha, Mo. 

Walker, Edna, '95, (James Cheeseman) Des Moines, la. 

Walker, Daisy Dean, '93 Tuskegee, Ala. 

Walker, Jessie, '96, (Watson), [Lombard] Houston, Tex. 

Walker, Nellie Elizabeth, '09, [Knox] Galesburg 

Wallbaum, Will H., '98 Fairbanks, Morse & Co., New York, N. Y. 

Wallace, Chris, '03, [U. of 111.] Coldbrook, 111. 

Wallace, Gertrude M., '98 Bookkeeper, Burlington, la. 

Wallace, Malvern, '05, [Brown's] Tampa, Florida 

Wallace, Sara, '04 Monmouth, 111. 

Walline, Florence L., '04, (Alvin Dahlstrom) Miles City, Mont. 

Walline, Minnie, '03, (Johnson) Andover Township 

Walling, Maude E., '85, (Fox) Seattle, Wash. 

Walters, Otto, '01 Central Union Telephone Co., Galesburg 

Ward, Flora A., '79 Teacher, Weston School, Galesburg 

Ward, Florence, '06, [Kind. Normal, U. of Chicago] Chicago, 111. 

Ward, Lottie L., '87, ( Wenner) Washington, D. C. 

Ward, May, '85, (Carley) Ayer, Mass. 

Ward, Minnie M., '83 Galesburg 

Wareham, Beatrice, '05, ( Hicks) Galesburg 

Warren, Jessie, '90, (Ford) Denver, Colo. 

Wasson, Jessamond, '00, [Knox] Douglas, 111. 

Wasson, Martha, '96, [Knox] Teacher, High School, Jefferson, la. 

Wasson, Mary, '96, [Knox] Teacher, High School, Lincoln, 111. 

Wasson, Samuel T., '97, [Knox] Farmer, Douglas, 111. 

Waste, Clara, '81, (Bourne) Farm, Penhold, Alberta, Canada 

Waste, Emilie C, '85, [Knox Con.] .. .Farm, Penhold, Alberta, Canada 

Waste, Frank, '91 Farmer, Penhold, Alberta, Canada 

Watkins, Janie, '98, (Samuelson) Galesburg 

Watson, Chas. L., '98 Restaurant, Spokane, Wash. 

Watson, Edward, '00 Clerk, C. B. & Q.. Galesburg 

Watts, Elmer C, '93, [Brown's] Maywood, Chicago, 111. 

Watts, Mabel, '03, ( Peters) Galesburg 

Wax, Mattie, '91, (Dr. R. G. Dingman) Prophetstown, 111. 

Way, Edna Lisle, '09, [Western 111. Normal] Tennessee, 111. 



HIGH SCHOOL ALUMNI. 325 

Weakley, Marie S., '09 Branch librarian, Galesburg 

Webster, Albert S., '00, [Lombard] Furnishing Co., Chicago, 111. 

Webster, Fred C, '06, [Lorn., Stanford U.], Elec. supplies, Peoria, 111. 

Webster, George, M., '09, [Lombard] Galesburg 

Webster, Inez, '02, [Lombard, National Park Sem.] Galesburg 

Webster, Pierce, '09, [Lombard] Galesburg 

Weech, Glenn J.. '10, [Knox] Galesburg 

Weech, Richard B., '02, [Knox] Farmer, St. Augustine, 111. 

Weidenhamer, Florence E., '11, [Post Graduate] Galesburg 

Weidenhamer, Fred, '05 Motorcycle business, Galesburg 

Weidenhamer, Grace E., '06 Galesburg 

Weidenhamer, Roy J., '01 Brakeman, McCook, Neb. 

Weidenhamer, Nellie, '01, (Nottleman) Bushnell, 111. 

Weinberg, Alice M., '04 Died, 1907 

Weinberg, Catharine, '06, (V. J. Hampton) Denver, Colo. 

Weinberg, Helen Louisa, '11, [Knox] Galesburg 

Weir, Mildred, '06 Galesburg 

Weir, Winifred, '06, (Dr. J. C. Hagen), [Brown's] . .Hedgesville, Mont. 

Weisman, Marie, '05, (Harold Wilson Grimn) Chicago, 111. 

Welch, Frank, '99, [Brown's] . .Stenographer, E. W. Welch, Galesburg 

Welcome, Eva. '03, ( Carter) Galesburg 

Welhoff, Edith. '98, (Wald) Lexington, 111. 

Wells, Clara L, '94, (A. F. Deem), [T. S.] Galva, 111. 

Welsh, Vernon M., '09, [Knox] Galesburg 

Wenquist, Judith O., '98, (Ericson), [T. S.] Milwaukee, Wis. 

Wenzelmann, Rosa, '11, [Knox] Galesburg 

Wertman, Mary E., '94, (A. D. Stearnes), [Knox] Galesburg 

Wertman, Norma, '00, (G. B. Hardy), [Knox] Galesburg 

Wertman, Ora. '95, [Knox] Galesburg 

West, Allen, '05 Clerk, general offices "Q," St. Joseph, Mo. 

West, Bessie A., '02, [Knox] .. .Nurse, St. Luke's Hosp., Chicago, 111. 

West, Byron, '07, [Knox, Lake Forest] Lake Forest, 111. 

West, Carl Lee, '00 Died, 1905 

West, Edith, '01, [Knox] Died, 1906 

West. Harry, '05 Fireman, "Q," Galesburg 

West, Marion, '89 Supervisor of Schools, Virginia, Minn. 

West, Oakley, '03, [Brown's] Civil Engineer, Weiser, Idaho 

West, Winnifred, '03, (Wick), [Knox] BHss, Idaho 

West, Violet Rosalind, '10. [Knox] Galesburg 

Westerblate, Alma, '90, (Eagle) Died, 1896 

Westfall, Frank, '07, [Brown's] .. .Office, Drainage Board, Chicago, 111. 

Westf all, Maude, '95 Los Angeles, Cal. 

Wetherbee, Rollin Franklin, '09, [Knox] Galesburg 

Wetherbee, William C, '06 Churchill Hardware Co., Galesburg 

Wetmore, Frank, '95, [Knox] Land agent. City of Mexico 

Wetterburg, Myrtle, '06 Galesburg 

Weyand, Anna Grace, '08, [Park College] .. .Teacher, Waterville, Okla. 

Wheeler. Hazel. '10 Galesburg 

White, Calvin W., '09. [Lombard, U. of 111.] Champaign 

White, Edna, '03. (Swanson), [T. S.] Milestone, Sask., Canada 

White, Edna B., '04. [Knox] Teacher, High School, Geneseo, 111. 

White, Florence, '07 Dressmaker, Kellogg, Drake & Co., Galesburg 

White, Frances Mary, '09 Office, C. A. White, Galesburg 



and, Gertrude, '99 Nurse, Galesburg 

dney, Alice, '99, (Conant), [Knox Con.] Topeka, Kan. 

koff, Cornelia, '10, (Illingworth) Galesburg 

Ibur, Abbie Mae, '10, [Studying music] Galesburg 

Ibur. Annie L., '85 Principal, Bateman School, Galesburg 

Ibur, Daisy M., '98, (Rogers) Galesburg 

Ibur, Fred, '93, [Barnes Med. Coll.] Physician, Riverton. 111. 

Icox, Hattie M., '78, (Samuel Ensminger) Kansas City, Kan. 

Icox, Ray, '03, [Col. Sch. of Oratory], Teacher, Las Vegas, N. Mex, 

Ider, Mamie, '03, (Patton) Galesburg 

Ids, Wilson, '01 Cable Piano Co., Chicago, 111. 

ley, Annie E., 11, (Day) Galesburg 

ley, Mildred E., '10, [Knox] Galesburg 

Ike, Arthur, '05 Farmer, St. Joseph, Mo. 

Ike, David, '01 St. Joseph, Mo. 

Hard, Chas. T., '64, [Knox] .Dealer, paving supplies. New York N. Y. 

Hard, Cordelia M., '04, (Dodds), [Knox, T. S.] Omaha, Neb. 

Hard, Frances C, '63, (Dunlap), [Knox] Chicago, 111. 

Hard, Silas, '06, [Knox] Dairy farmer, Shelby, la. 

"ams, Clarence, '11, [Post Graduate] Galesburg 

ams, Elmer, '08, [ Knox] Galesburg 

ams, Howard, '97, [Brown's] Died, 1905 

ams, Ida, '03, (Thome) Galesburg 

ams, Jennie Alice, '94 Clerk, N. P. Nelson Co., Galesburg 

ams, Jessie, 'CX), [Lombard] Musician, Portland, Ore. 

ams, May T., '80, [Knox, Kindergarten Normal] Galesburg 

ams, Pearl, '08 Galesburg 

amson, Addie, '96, (Slocum), [Knox] Artesia. N. Mex. 

amson, Bessie, '03, [Lombard] .Teacher, Waterman Hall, Sycamore 

amson, Jean B., '98, (Mercheson, [Knox] Galesburg 

amson, Nellie, '01, (Whipple) O. T. Johnson Co., Galesburg 

s. Bruce R., '01 Willis Mfg. Co., Galesburg 

s. Mana, '99, (Fisher) Springfield, Mo. 

s, Ralph I., '00 Willis Mfg. Co., Galesburg 

s, Wm., '05, [Knox] Collector, Artificial Ice Co., Galesburg 

llsie, Marjorie, '09, [Chicago Art Inst., Lombard] Chicago 

Ison, Bertrust, '87 Teacher, Dallas, Tex. 

Ison, Lyman P., '00, [Knox, U. of Chi.] ... .Teacher, Moscow, Idaho 

nn, Geo. P., '00, [Knox, Theol. Sem.] Missionary, Manchuria 

nn, Julia, '00, (W. C. Erdman), [Knox] Manchuria 

nter, Edna, '01, (Moore) New York, N. Y. 

sen, Harry, '11 Office, O. T. Johnson Co., Galesburg 

swell, Augusta, C, '81, (J. W. Eastes) Galesburg 

tham, Leiia Viola, '09 Galesburg 

Wood, Ernest John. '09, [Knox, Cornell] Galesburg 

Wood, Hilma, '07, (F. O. Anderson) Galesburg 

Wood, Leslie, '07, [Knox, Wash. State Coll.] Pullman, Wash. 



HIGH SCHOOL ALUMNI. 327 

Wood, Maude, '08, [Knox] Galesburg 

Wood, Nellie E., '09, [Brown's] ... .Office, A. V. Felt & Co., Galesburg 

Wood, Seeley C, '04, [Chicago Dental] Dentist, Quincy, 111. 

Woodruff, Hazel, '06 Galesburg 

Woodward, Florence A., '67 Died, 

Woolsey, Ethel K., '02, (White) Galesburg 

Worman, Fred A., '10 Grocery and real estate, Plymouth, 111. 

Wright, Quincy P., '08, [Lombard] Galesburg 

Wright, Rosalind B, '10, (Clay) Rio, 111. 

Wright, Sewall, '05, [Lombard, U. of 111.] Galesburg 

Yager, Addie, '95, (Smith) Chicago, 111. 

Yager, Beatrice, '07 Galesburg 

Yager, Bessie, '92, [Pratt Inst.] .. .Teacher, High School, St. Louis, Mo. 

Yager, Isadore. '88, (Woods) Chicago, 111. 

Yager, Leah. '07 Galesburg 

Yates, Charles G., '10, [Knox] Galesburg 

Yates, Earl, '07 Express messenger, Ft. Madison, la. 

Yenowine, Bessie V., '02 Stenographer, Kansas City, Mo. 

Yetter, Ruth, '10 Galesburg 

Yocum, Wilhelmina K., '10 Nurse, Evanston Hosp., Evanston, 111. 

Young, Anna, '95 Galesburg 

Young, Frederick J., '09 Mail carrier, Galesburg 

Young, Lena, '99, (Conners) Galesburg 

Young, Marie, '01, (E. E. Patterson), [Business Coll.] Dallas, Tex. 

Youngberg, Marj' F., '63, (Reed) San Jose, Cal. 

Youngren, Nina M., '10 Tea Room, O. T. Johnson Co., Galesburg 

Zebold, Harry L., '04, [Knox] .. .Teacher, Hooper, Colo., Moscow, Colo. 

Zetterberg, Arvid P., '00, [Knox] Supt. of Schools, Avon, 111. 

Zetterberg, Edna, '05, [Knox] Galesburg 

Zetterberg, Louise, '96, (Peterson), [Training School] Galesburg 

Zetterberg, Selma, '90, (Stromberg), [Knox Con., Post G.j . .Galesburg 

Zetterholm, Maurice E., '11, [U. of III] Galesburg 

Zoll, Constance, '01, (W. G. Hudson) Chicago. 111. 

Zoll, Llewellyn S., '10 Office, Dr. Marks, Galesburg 

Zoll, Margaret, '07, (Love), [Brown's] Chicago, 111. 



328 GALESBURG PUBLIC SCHOOLS 

THE SILVER AND THE GOLD 
Song of the Galesburg High School 

[Words and Music by R. J. Erickson, Class of '07.] 

Let voices raise in joyful lays 

Our High School dear to praise, 

From the earth unto the sky 

Let the ringing echoes fly. 

Let heroes bold with pride uphold 

The silver and the gold ; 

And all unite to win the fight for Galesburg. 

CHORUS 

Dear old Galesburg High School ! 

Proudly may your colors float for ages yet untold. 

Dear old Galesburg High School! 

Praises to the silver and the gold. 

Dear old Galesburg High School ! 

Your stalwart sons will ever by you stand ; 

Your daughters fair will ever round you rally 

And sound your praises o'er our land. 

In after years when we with tears 

Have known life's hopes and fears, 

As children still of thee 

Our pride and joy shall be. 

To sing the song, both loud and strong, 

An ever swelling throng, 

Which we of yore sang o'er and o'er for Galesburg. 



CHAPTER VIII. 



The Work of the Schools. 

The printed course of study does not always give a cor- 
rect idea of the work done in a system of schools. Pro- 
fession and performance do not always correspond. A set 
of questions prepared on the course of study brings out 
more definitely the nature and scope of the work expected. 
If these questions were answered by the pupils under the 
customary conditions, and the results graded by the teachers 
in like manner, it would be possible to form a reasonably 
correct opinion of the work the schools were doing. In the 
following pages may be found the Course of Study for the 
Galesburg Schools, a set of questions prepared on that 
course of study in the office of the Superintendent and sub- 
mitted as a test, in the spring of 1911, to those classes that 
were finishing the different grades ; and also the grades the 
pupils made in answering the questions. At the time the 
pupils did the work they did not know that they were doing 
anything more than taking one of the tests that come to- 
ward the close of their studies in the grade, nor did the 
teachers know when they marked the papers that any spe- 
cial use would be made of the grades they gave. 

The object was to get a snap-shot of the work of the pu- 
pils and teachers, taken when they were not aware of it, and 
thus preserve for the generations to come a fair and honest 
picture of what the schools were doing at the close of their 
first half century. The word "picture" is used advisedly; 
because, while a picture portrays the striking physical 

(329) 



330 GALESBURG PUBLIC SCHOOLS 

characteristics of a person, it does not reveal the soul, the 
manner of man he is. It is so with the following pages. 
They represent what may be called, for want of a better 
name, the physical work of the school, but do not reveal the 
spirit that animated it, that which was most worth while — 
the inspiration received by the pupils to be, to do, and to 
become, their very best. While one cannot enter a school- 
room without at once becoming conscious of the uplifting 
or depressing influences that are silently at work, the very 
atmosphere seeming to be charged with them, there is no 
method of measuring and expressing these influences in 
per cents. The work is here submitted without any words 
of commendation or apology; like all records, once made, it 
must speak for itself. 



REPRESENTATIVE SCHOOL TESTS. 



331 



REPRESENTATIVE SCHOOL TESTS. 



SPELLING SECOND GR.\DE. 



always 

coming 

school 

picture 

pencil 

mother 

children 

every 

friend 

writing 

pretty 

enough 

please 



Times Per Cent. 
Missed Accuracy 



2 

6 

2 

11 

24 

1 

4 

3 

13 

12 

8 

21 

16 



98.4 
95.2 
98.4 
91.2 
80.8 
99.2 
96.8 
97.6 
89.6 
90.4 
93.6 
83.2 
87.2 



which 

garden 

color 

summer 

lovely 

because 

Galesburg 

shower 

flowers 

water 

robin 

large 



Times 


Per Cent. 


Missed 


Accuracy 


14 


88.8 


8 


93.6 


13 


89.6 


11 


91.2 


IS 


88. 


17 


86.4 


7 


94.4 


33 


73.6 


2 


98.4 


6 


95.2 


4 


96.8 


5 


96. 



Number 
Number 
Number 
Number 
Number 
Number 
Number 
Number 
Number 
Number 
Number 



of pupils 
of pupils 
of pupils 
of pupils 
of pupils 
of pupils 
of pupils 
of pupils 
of pupils 
of pupils 
of pupils 



spelling 

graded 

graded 

graded 

graded 

graded 

graded 

graded 

graded 

graded 

graded 



100 

from 95 to 100 
from 90 to 95 
from 85 to 
from 80 to 
from 75 to 
from 70 to 
from 65 to 
from 60 to 
below 60 



90 
85 
80 
75 
70 
65 



125 

52 

25 

14 

8 

14 

5 



2 

1 

4 



332 



GALESBURG PUBLIC SCHOOLS 



SPELLING THIRD GRADE. 





Times 


Per Cent. 






Times 


Per Cent. 




Missed 


Accuracy 






Missed 


Accuracy 


afraid 


10 


93.4 


honest 




21 


86.2 


autumn 


26 


82.9 


always 




12 


92.1 


thought 


13 


91.4 


polite 




19 


87.5 


beginning 


31 


79.4 


until 




32 


78.9 


beautiful 


12 


92.1 


sense 




66 


56.6 


pleasant 


23 


84.9 


spring 




3 


98. 


country- 


12 


92.1 


Galesburg 




5 


96.7 


together 


17 


88.8 


vacation 




20 


86.8 


brought 


7 


95.4 


weather 




11 


92.8 


holiday 


22 


85.5 


lesson 




4 


97.4 


eight 


5 


96.7 


Christmas 




19 


87.5 


break 


24 


84.2 


because 




9 


94.1 


doctor 


10 


93.4 


hundred 




21 


86.2 


breath 


10 


93.4 


written 




20 


86.8 


build 


16 


89.5 


animal 




22 


85.5 


bushel 


9 


94.1 


minute 




28 


81.6 


middle 


12 


92.1 


truly 




12 


92.1 


Illinois 


26 


82.9 


surprise 




47 


69.1 


cousin 


6 


96.1 


ocean 




22 


85.5 


absent 


13 


91.4 


between 




15 


90.1 


squirrel 


23 


84.9 


forgotten 




27 


82.2 


receive 


51 


66.4 


believe 




39 


74.3 


soldier 


46 


69.7 


already 




15 


9oa 


chimney 


19 


87.5 


America 




14 


90.8 


people 


16 


89.5 


straight 




45 


70.4 


Number 


of pupi 


Is spelling 




152 




Number 


of pupi 


Is grade 


:d 100 




45 




Number 


of pupi 


Is grade 


:d from 95 to 


100 


31 




Number 


of pupi 


Is grade 


;d from 90 to 


95 


24 




Number 


of pupi 


Is grade 


;d from 85 to 


90 


8 




Number 


of pupi 


Is grade 


:d from 80 to 


85 


11 




Number 


of pupi 


Is grade 


;d from 75 to 


80 


6 




Number 


of pupi 


Is grade 


;d from 70 to 


75 


4 




Number of pupils gradi 


;d from 65 to 


70 


6 




Number 


of pupi 


Is grade 


;d from 60 to 


65 


6 




Number 


of pupils grad( 


;d below 60 




11 





REPRESENTATIVE SCHOOL TESTS. 



333 



SPELLING FOURTH GRADE. 





Times 


Per Cent. 






Times 


Per Cent. 




Missed 


Accuracy 






Missed 


Accuracy 


difference 


12 


93.1 


actual 




45 


74. 


country 


1 


99.4 


believe 




42 


75.7 


mountain 


11 


93.6 


capital 




14 


91.9 


island 


3 


98.3 


distance 




15 


91.3 


product 


6 


96.5 


examine 




66 


61.8 


connect 


12 


93.1 


fraction 




24 


86.1 


Indian 


14 


91.9 


furnish 




24 


86.1 


peninsula 


58 


66.5 


journey 




32 


81.5 


area 


3 


98.3 


benefit 




59 


65.9 


question 


34 


80.3 


calendar 




61 


64.7 


yesterday- 


1 


99.4 


damage 




11 


93.6 


breakfast 


8 


95.4 


fertile 




87 


49.7 


telephone 


39 


77.5 


generous 




58 


66.5 


through 


23 


86.7 


latitude 




28 


83.8 


violets 


22 


87.3 


magazine 




73 


57.8 


exercise 


60 


65.3 


opposite 




79 


54.3 


machine 


58 


66.5 


quotient 




37 


78.6 


minuend 


42 


75.7 


separate 




76 


56.1 


message 


31 


82.1 


vertical 




94 


45.7 


business 


66 


61.8 


average 




36 


79.2 


division 


36 


79.2 


dishonest 




36 


79.2 


language 


11 


93.6 


receive 




68 


60.7 


family 


22 


87.3 


several 




38 


78. 


multiply 


17 


90.2 


wonderful 




18 


89.6 


comfortable 


37 


78.6 


medicine 




59 


65.9 


Number 


of pupi 


ils spell: 


ing 




173 




Number 


of pupils grad( 


2d 100 




16 




Number of pupi 


Is grade 


d from 95 to 


100 


17 




Number 


of pupi 


Is graded from 90 to 


95 


27 




Number 


of pupi 


Is graded from 85 to 


90 


20 




Number 


of pupi 


Is grade 


d from 80 to 


85 


17 




Number 


of pupi 


Is grade 


:d from 75 to 


80 


15 




Number 


of pupi 


Is grade 


d from 70 to 


75 


21 




Number 


of pupi 


Is grade 


d from 65 to 


70 


5 




Number 


of pupi 


Is grade 


:d from 60 to 


65 


15 




Number 


of pupi 


Is graded below 60 




20 





334 



GALESBURG PUBLIC SCHOOLS 



SPELLING FIFTH GRADE. 





Times 


Per Cent. 






Times 


Per Cent. 




Missed . 


Accuracy 






Missed 


Accuracy 


altogether 


13 


85.7 


bicycle 




26 


71.4 


believe 


20 


78. 


boundary 




21 


76.9 


business 


36 


60.4 


citizens 




18 


80.2 


capital 


12 


86.8 


decimal 




33 


63.7 


commerce 


22 


75.8 


definition 




44 


51.6 


companion 


13 


85.7 


difficult 




47 


48.4 


diameter 


28 


69.2 


enough 




6 


93.4 


education 


14 


84.6 


expect 




9 


90.1 


electric 


15 


83.5 


government 


40 


56. 


equator 


4 


95.6 


horizon 




33 


63.7 


foreign 


45 


50.5 


hospital 




26 


71.4 


geography 


11 


87.9 


literary 




30 


67. 


impatient 


25 


72.5 


consonant 




42 


53.8 


adjective 


2 


97.8 


convenient 




37 


59.3 


autumn 


11 


87.9 


courtesy 




52 


42.9 


calendar 


29 


68.1 


deceive 




37 


59.3 


canal 


17 


81.3 


engineer 




36 


60.4 


enemy 


19 


79.1 


exhibition 




42 


53.8 


heroes 


22 


75.8 


grief 




15 


83.5 


irregular 


27 


70.3 


knowledge 




25 


72.5 


library 


26 


71.4 


material 




41 


54.9 


neither 


23 


74.7 


necessary 




54 


40.7 


preposition 


12 


86.8 


objective 




2 


97.8 


prisoner 


8 


91.2 


ordinary 




29 


68.1 


singular 


2 


97.8 


particular 




11 


87.9 


Number 


of pupi 


Is spelling 




92 




Number 


of pupi 


Is gradi 


sd 100 




4 




Number 


of pupi 


Is grade 


id from 95 to 


100 


3 




Number 


of pupi 


Is grade 


:d from 90 to 


95 


15 




Number 


of pupi 


Is grade 


;d from 85 to 


90 


13 




Number 


of pupi 


Is grade 


;d from 80 to 


85 


7 




Number 


of pupi 


Is grade 


;d from 75 to 


80 


12 




Number of pupils grade 


;d from 70 to 


75 


8 




Number 


of pupi 


Is grade 


:d from 65 to 


70 


5 




Number 


of pupi 


Is grade 


;d from 60 to 


65 


4 




Number 


of pupils graded below 60 




21 





REPRESENTATIVE SCHOOL TESTS. 



335 



SPELLING SIXTH GRADE. 





Times 


Per Cent. 






Times 


Per Cent. 




Missed 


Accuracy 






Missed 


Accuracy 


assistance 


19 


88.3 


dictionary 




15 


90.8 


behavior 


17 


89.6 


participle 




11 


93.3 


conceal 


13 


92. 


ridiculous 




70 


57.1 


distribute 


17 


89.6 


innocence 




61 


62.6 


excel 


29 


82.2 


similar 




44 


73. 


favorite 


IS 


90.8 


ambitious 




51 


68.7 


foreign 


26 


84.1 


inconvenient 


48 


70.6 


necessary 


25 


84.7 


suggest 




39 


76.1 


obedience 


45 


72.4 


prefer 




7 


95.7 


practice 


20 


87.7 


anxiety 




45 


72.4 


chorus 


17 


89.6 


influence 




22 


86.5 


remedy 


14 


91.4 


automobile 


15 


90.8 


industry 


5 


96.9 


umbrella 




39 


76.1 


realize 


14 


91.4 


sociable 




37 


77.3 


forests 


21 


87.1 


envelope 




17 


89.6 


balance 


6 


96.3 


average 




9 


94.5 


debtor 


33 


79.8 


masculine 




12 


92.6 


conscious 


86 


47.2 


nominative 


10 


93.9 


prairie 


51 


68.7 


possessive 




22 


86.5 


exhibit 


36 


77.9 


comparative 


22 


86.5 


recognize 


56 


65.6 


article 




25 


84.7 


separate 


24 


85.3 


received 




28 


82.8 


diligence 


28 


82.8 


business 




41 


74.8 


customary 


30 


81.6 


sensible 




50 


69.3 


decision 


43 


73.6 


committee 




62 


62. 


Number 


of pupi 


lis spelli 


ing 




163 




Number 


of pupi 


Is graded 100 




6 




Number 


of pupi 


Is graded from 95 to 


100 


20 




Number 


of pupi 


Is grade 


d from 90 to 


95 


36 




Number 


of pupils graded from 85 to 


90 


16 




Number 


of pupi 


Is graded from 80 to 


85 


13 




Number 


of pupi 


Is grade 


d from 75 to 


80 


12 




Number 


of pupi 


is graded from 70 to 


75 


23 




Number 


of pupi 


Is graded from 65 to 


70 


10 




Number 


of pupi 


Is grade 


d from 60 to 


65 


6 




Number 


of pupils graded below 60 




21 





336 



GALESBURG PUBLIC SCHOOLS 



SPELLING SEVENTH GRADE. 





Times 


Per Cent. 






Times 


Per Cent. 




Missed 


Accuracy 






Missed 


Accuracy 


resign 


7 


96.9 


variety 




40 


82.5 


pamphlet 


29 


87.3 


animal 




6 


97.4 


colonial 


11 


95.2 


capacity- 




47 


79.4 


photograph 


8 


96.5 


nuisance 




74 


68. 


apposition 


7 


96.9 


preposition 


5 


97.8 


interrogative 


11 


95.2 


obliging 




21 


90.8 


commercial 


13 


94.3 


neighborly 




16 


93. 


plumber 


14 


93.9 


military 




14 


93.9 


census 


22 


90.4 


possession 




22 


90.4 


bouquet 


52 


77.2 


ancestor 




IS 


93.4 


luncheon 


25 


89. 


foreign 




20 


91.3 


electrician 


40 


82.5 


audience 




67 


70.6 


important 


4 


98.2 


courtesy 




35 


84.6 


parallel 


82 


64. 


chocolate 




29 


87.3 


apostrophe 


82 


64. 


dimensions 


67 


70.6 


Sabbath 


55 


75.9 


hesitate 




15 


93.4 


acquaintance 


54 


76.3 


necessary 




66 


71.1 


contagious 


69 


69.7 


secretary 




27 


88.2 


mucilage 


91 


60.1 


sandwich 




34 


85.1 


discipline 


108 


52.6 


delegate 




45 


80.3 


correspondent 


57 


75. 


ancient 




24 


89.5 


manager 


18 


92.1 


finally 




52 


77.2 


premium 


31 


86.4 


visible 




35 


84.6 


bulletin 


53 


76.8 


musicians 




47 


79.4 


experiment 


32 


86. 


percentage 




7 


96.9 


Number of pupils spell 


ing 




228 




Number 


of pupi 


ils gradi 


ed 100 




15 




Number 


of pupi 


Is grade 


:d from 95 to '. 


100 


43 




Number 


of pupi 


Is grade 


;d from 90 to 


95 


52 




Number 


of pupi 


Is grade 


:d from 85 to 


90 


20 




Number 


of pupi 


Is grade 


:d from 80 to 


85 


36 




Number 


of pupi 


Is grade 


.d from 75 to 


80 


13 




Number 


of pupi 


Is grade 


id from 70 to 


75 


12 




Number 


of pupi 


Is grade 


;d from 65 to 


70 


10 




Number 


of pupi 


Is grade 


;d from 60 to 


65 


10 




Number 


of pupi 


ils gradi 


2d below 60 




17 





REPRESENTATIVE SCHOOL TESTS. 



337 



SPELLING EIGHTH GRADE, 





Times 


Per Cent. 




Times 


Per Cent. 




Missed 


Accuracy 




Missed 


Accuracy 


possibility 


22 


91.2 


frontier 


10 


96. 


vigilance 


42 


83.1 


mercenary 


IZ 


70.7 


territory 


13 


94.8 


compromise 


8 


96.8 


solitary 


15 


94. 


tradition 


9 


96.4 


unconscious 


44 


82.3 


average 


5 


98. 


politician 


33 


86.7 


civilization 


20 


92. 


antecedent 


38 


84.7 


abbreviation 


102 


59. 


equinox 


31 


87.5 


manufacture 


4 


98.4 


alternate 


7 


97.2 


ordinance 


21 


91.6 


gymnasium 


34 


86.3 


Christian 


26 


89.6 


sincerity 


26 


89.6 


security 


10 


96. 


duplicate 


17 


93.2 


disobedient 


56 


77.5 


deficit 


127 


49. 


aluminum 


56 


77.5 


ascension 


78 


68.7 


compulsory 


27 


89.2 


interurban 


30 


88. 


tenement 


43 


82.7 


eligible 


112 


55. 


trolley 


31 


87.5 


precedent 


51 


79.5 


tariff 


24 


90.4 


anonymous 


150 


39.8 


financial 


39 


84.3 


mechanism 


85 


65.9 


telegram 


3 


98.8 


burial 


22 


91.2 


assessor 


56 


77.5 


icicle 


39 


84.3 


biography 


11 


95.6 


secession 


34 


86.3 


representative 


75 


69.9 


centennial 


58 


76.7 


puncture 


7 


97.2 


pioneer 


8 


96.8 


neutrality 


32 


87.1 


petition 


10 


96. 


thermometer 


42 


83.1 


Number 


of pup: 


ils spell: 


ing 


249 




Number 


of pupils grad( 


;d 100 


19 




Number 


of pupils grade 


;d from 95 to 100 


45 




Number 


of pupi 


Is grade 


d from 90 to 95 


61 




Number 


of pupils graded from 85 to 90 


29 




Number 


of pupi 


Is grade 


:d from 80 to 85 


34 




Number 


of pupi 


Is grade 


d from 75 to 80 


16 




Number 


of pupi 


Is graded from 70 to 75 


14 




Number 


of pupi 


Is grade 


d from 65 to 70 


7 




Number 


of pupi 


Is grade 


d from 60 to 65 


4 




Number 


of pupils grad« 


:d below 60 


20 





338 



GALESBURG PUBLIC SCHOOLS 

ARITHMETIC — SECOND GRADE. 



Per Cent, of Pupils Receiving These Grades 
IN Each of the Ten Questions. 



100 



90 



80 



80 



Be- 
low 
60 



3 eggs and 3 eggs are eggs? 

5 cents and 4 cents are cents? 

1 4 flags and 6 flags are flags? 

8 books and 2 books are books? 

7 girls and 5 girls are girls? 

6 cents less 4 cents are cents? 

9 hens less 5 hens are hens? 

2 11 stars less 9 stars are stars? 

5 days less 2 days are days? 

8 girls less 3 girls are girls? 

2 times 4 apples equals apples? 

3 3 times 3 apples equals apples? 

3 times 4 cents equals cents? 

^ of 6 cents are cents? 

1-3 of 6 hens are hens? 

4 54 of 8 flags are flags? 

yi oi 5 apples are apples? 

2-3 of 9 stars are stars? 

15 plus 6 equals ? 

25 plus 6 equals ? 

5 35 plus 6 equals ? 

45 plus 6 equals ? 

65 plus 6 equals ? 

The perimeter of a 2-in. square is inches? 

6 The perimeter of an oblong 2 in. by 4 in. 

is inches? 

» The area of an oblong 2 in. bv 4 in. is.... 
square inches? 

A cube has faces? 

8 A cube has edges? 

A cube has corners ? 

2 yards are feet? 

26 inches are 2 feet and inches? 

9 1 foot and 3 inches are inches? 

10 pints are quarts? 

8 quarts are pints? 

From 9 o'clock till 12 o'clock is hours? 

<rj From 1 o'clock till 4 o'clock is. ...hours? 
^^ An hour is minutes? 

Half an hour is minutes? 



Per Cent, of Pupils Receiving These Grades 
IN All the Questions. 



96.6 



89.8 



89.8 



66.7 



91.8 



79.6 



89.8 



87.1 



66.0 



72.1 



1.4 



1.4 



.7 



2.0 



6.1 



.7 



19.0 



1.4 



1.4 



2 



.7 



17.7 



4.1 



.7 



7.5 



.7 



7.5 



4.8 



.7 



8.2 



6.1 



2.0 
1.4 

6.1 

6.8 

20.4 
9,5 
6.8 

7.5 
15.0 



34.7 



42.2 



11.6 



5.4 



.7 



5.4 



Number of different pupils taking the above test, 147. 



REPRESENTATIVE SCHOOL TESTS. 

ARITHMETIC — THIRD GRADE. 



339 



Per Cent, of Pupils Receiving These Grades 
IN Each of the Ten Questions. 



100 



90 



80 



60 



Be- 
low 
60 



Add: 



843 
226 
367 



Subtract: 
2 368 

184 



Multiply : 
758 
6 



Divide: 
* 5)825 



The sum of 8 and 4 is ? The differ- 

_ ence of 8 and 4 is ? The product 

*> of 8 and 4 is ? The quotient of 8 

divided by 4 is ? 

The area of an oblong 5 inches wide and 6 

6 inches long is square inches? The 

perimeter of a triangle each side of which 
IS 8 inches is inches? 

14 plus 1-6 equals ? 1-3 minus 2-9 

7 equals ? '/i of 1-3 equals ? 

2 J4 X 3 equals ? 2% equals 



99.0 



98.0 



Four fifths less three tenths are tenths? 

Q Three fifths plus three tenths are tenths? 

Five si,xths and one twelfth are twelfths? 

One third and one fourth are twelfths? 

_ James had a peice of copper wire; it was 1.5 
9 inches long; he divided it into three equal 
pieces; each piece was long? 

6 bu. equals pk. 

9 yd. 2 ft. equals ft. 

10 26 days equals wk., 

6 gal. 3 qt. equals qt 

25 in. equals ft in 



days? 



i.9 



93.9 



96.0 



90.9 



43.4 



63.6 



87.9 



47.. 



1.0 



2.0 



1.0 



1.0 



1.0 



1.0 



1.0 



3.0 



1.0 



2.0 



11.1 



5.1 



1.0 



8.1 



18.2 



5.1 



2.0 



19.2 



3.0 



17.2 



12.1 



1.0 



3.0 



14.1 



17.2 



17.2 



9.1 



13.1 



Per Cent, of Pupils Receiving These Grades 
IN All the Questions. 



21.2 



48.5 17.2 9.1 



2.0 



2.0 



Number of diflferent pupils taking the above test, 99. 



340 



GALESBURG PUBLIC SCHOOLS 

ARITHMETIC — FOURTH GRADE. 



Per Cent, of Pupils Receiving These Grades 
IN Each of the Ten Questions. 


100 


90 
to 
100 


80 
to 
90 


70 
to 

80 


60 
to 

70 


Be- 
low 
60 


1 Dictate: 2,463; 8,008; 5,207; 1,110; 2,039. 


87.9 


. .. . 


4.0 


.6 


4.0 


3.4 


2 143,456 divided by 32 ? 


77.6 







.6 




21,8 


The quotient is 8; the divisor is 3; the divi- 
















82.8 


l.i 








16.1 


The product of two numbers is 42; one of the 
numbers is 6; the other number is ? 










A The difference of two numbers is 9; the 
^ smaller number is 21; the larger number 
is ? 


81.0 

55.7 


1.1 
1.1 


19.5 


.6 

2.9 


1.7 


17.2 


5-7 plus yi equals ? 

e 5-9 minus 7-18 equals ? 

^ 6 times 5 2-3 equals ? 

3-7 divided by 2 equals ? 


19.0 


6 Divide $24.45 by 3. 
Divide $24.45 by .03. 


82.2 


2.9 


2.3 


.6 


.6 


11.5 


Add: 4 gal. 1 qt. 
7 1 gal. 3 qt. 


50.0 


.6 


1.7 


3.4 


2.9 


41.4 


Divide 5 bu. 2 pk. by 2. 














8 A blackboard is 10 ft. long and 4 ft. wide; its 
ft? 


75.9 


1.1 




1.1 




21.8 


25 cents pays for 7 oranges; 50 cents pays for 

Q oranges ? 

75 cents pays for 9 rides; 25 cents pays for 
rides? 


94.3 




. . . . 


.... 


.. . 


5.7 


The area of one face of a 5-inch cube is 














10 sq. in? 

" The area of all the faces is sq. in.? 


80.5 


1.1 


2.3 


.6 


.6 


14.9 


Per Cent, of Pupils Receiving These Grades 
IN All the Questions. 


21.3 


35.6 


22.4 


10.3 2.3 


8.0 



Number of diflferent pupils taking the above test, 174. 



REPRESENTATIVE SCHOOL TESTS. 

ARITHMETIC FIFTH GRADE. 



341 



Per Cent, of Pupils Receiving These Grades 
IN Each of the Ten Questions. 



100 



90 


80 


70 


60 


to 


to 


to 


to 


100 


90 


80 


70 



Be- 
low 

60 



1 Dictate: 75.7; 4,067; 3.245: 462,025; 75,210; 
25.25. Find the sum of tne above niunbers. 



2 Divide 270,800 by 987. 



_ Find the _prime factors of 108, 98, 40. What 
3 is the L. C. M. of 16, 12 and 6? Of 15 
and 109? 



8 1-15 less 5 7-10 equals ? ISyi times 

2 1-3 equals ? 

4 7 divided by 4-5 equals ? 6J4 di- 
vided by 2i/i equals ? 212-3 di- 
vided by 5 equals ? 



c Change ^ and 4-5 to decimal fractions. Mul- 
tiply $534 by .003. Divide $724 by $.08. 



Find the cost of 2350 brick at $8 per M. 10 
6 lb. beef at $14 per cwt. 3000 lb. hay at 
$16 per ton. 



Make a receipted bill of the following items, 
sold by your grocer to your father: May 
1, 18 lb. sugar @ .05; May 1, 1 sack flour 



$1.75; May 13, Syi lb. cheese 
15, 4 lb. coffee @ .35. 



.25 ; May 



How many acres in a piece of land 25 rods by 

8 32 rods? How much will it cost to build a 

fence around it at 35c a rod? 



54.6 
74.6 

48.5 

40.8 

49.2 
45.4 

46.9 

31.6 



If 8 lb. of sugar are worth 50c, 12 lb. are 
9 worth ? 69 . 2 



33 1-3 per cent, of 18 is ? 

10 12 is 50 per cent, of ? 

2 is per cent, of 8? 



80.0 



2.3 
8.5 

3.8 

9.2 

7.7 
3.8 

10.8 

6.9 

1.5 
1.5 



8.5 6.2 
2.3 .8 



16.2 

9.2 

12.3 
10.8 

15.4 

6.9 

3.1 
4.6 



6.9 



3.8 



1.5 



7.7 



6.9 



5.4 



9.2 

2.3 

4.6 

9.2 

3.1 
5.4 

3.1 

3.1 
1.5 



4.6 



19.2 
11.5 

20.0 

27.7 

26.2 
26.9 

16.9 

46.2 

24.6 
9.2 



Per Cent, of Pupils Receiving These Grades 
IN All the Questions. 



5.4 



30.0 



24.6 



16.9 



10.0 



13.1 



Number of different pupils taking the above test, 130. 



342 



GALESBURG PUBLIC SCHOOLS 

ARITHMETIC — SIXTH GRADE. 



Per Cent, of Pupils Receiving These Grades 
IN Each of the Ten Questions. 



100 


90 
to 

100 


80 
to 
90 


70 
to 
80 


60 
to 

70 


94.8 


2.6 


.... 


.6 




65.6 


6.5 


9.1 


7.1 


2.6 


68.8 




5.8 


7.8 


1.3 


89.0 




1.9 


.6 




82.5 


.6 


4.5 


2.6 


.6 


76.0 


2.6 


3.9 


5.2 


.6 


82.5 


2.6 


3.2 


1.3 




65.6 


1.3 


7.1 


3.2 


.6 


66.2 


2.6 


5.8 


5.2 


1.9 


81.2 


.6 


3.2 


1.3 





Be- 
low 

60 



1 Factor 24, 36 and 40 and find their L. C. M. 



Reduce -^77- to a simple fraction. 

2 Multiply 24 1-3 by 8^. 
Divide 12 by 2J4. 
Divide 176 1-5 by 6. 

3 Divide 428, 42.8, 4.28. 428, by .04. 

M The si>ecific gravity of dry sand is about two. 
^ A cubic foot of dry sand weighs lbs? 



5 Find the cost of 16 pes. of lumber 2x4, 18 ft. 
at $12 per M. 



Mr. A. owns the W. J4 of the S. W. % of a 

section of land. Draw a section, and show 

6 on the diagram where his farm is. How 

many acres in it? How many rods of the 

fence are needed to enclose it? 

>? If 24 sheep cost $86, how much will 36 sheep 
cost at the same rate? 



A merchant bought goods for $300 and sold 
8 them for $337.50. What was his per cent, 
of profit? 



Mr. A. borrowed $820 of Mr. B. on May 1, 

9 1911. How much must he pay Mr. B. on 

July 1, 1912, if he pays 6 per cent, interest? 



IQ In a square floor are 576 sq. ft. How many 
feet are on one side of it? 



1.9 

9,1 

16.2 
8.4 
9.1 

11.7 

10.4 
22.1 

18.2 
13,6 



Per Cent, of Pupils Receiving These Grades 
IN All the Questions. 



23.4 



33.1 



28.6 



11.0 



1.9 1.9 



Number of different pupils taking the above test, 154. 



REPRESENTATIVE SCHOOL TESTS. 

ARITHMETIC — SEVENTH GRADE. 



343 



Per Cent, of Pupils Receiving These Grades 
IN Each of the Ten Questions. 



100 



90 



80 



Be- 
low 
60 



Write from dictation and add: 
274.36 
1 38.007 

74.0275 
7.4674 
52.0006 



rf 2.664 divided by .024 equals ? 

■^ .075 divided by 15 equals ? 



Solve the following numbers into their prime 
3 factors and determine their L. C. M. and 
G. C. D.: 12, 15, 42, 60. 



10-21 plus Vi, plus 23-28 equals ? 

4 47 J^ minus 18 2-5 equals ? 



If 3 1-5 tons of coal cost $20.48, how much 
5 will 11 9-10 tons cost? 



Change to decimals: 7-20, f^, 3-16. 
6 Change to common fractions: .125, .0375, .16 



Eldna has a certain number of pennies and 

May has 9 more than twice as many. To 

7 gether they have 93. How many has each 

girl? 



In a right triangle one of the angles is 40 
Q degrees. How many degrees in each of the 
other two angles ? Draw such a triangle. 



A real estate agent sold a piece of property 
upon which his commission at 5 per cent, 
amounted to $275. What was the selling 
price of the property? How much should 
the owner receive for the property after 
deducting the commission? 



A man pays $175.34 taxes when the rate is 

,- 5^ per cent, of the assessed value. Find 

10 the assessed value. Find the real value, if 

the assessed value is J4 of the real value 



95.1 



91.2 



86.0 



80.3 



86.0 



65.8 



70.6 



73.2 



82.0 



68.0 



1.3 



5.3 



3.5 



6.6 



2.2 



2.2 



.4 



2.2 



2.2 



1.3 



5.7 



5.3 



3.5 



14.5 



4.4 



2.2 



4.8 



2.6 



.9 



1.8 



1.3 



3.9 



.4 



.9 



4.4 



2.6 



2.6 



2.6 



5.3 

6.6 

4.4 
7.0 
6.1 

20.2 
18.9 

12.7 



3.5 



... 23.7 



Per Cent, of Pupils Receiving These Grades 
IN Au. THE Questions. 



27.2 



38.6 



18.4 



10.1 



2.6 3.1 



Number of different pupils taking the above test, 228. 



344 



GALESBURG PUBLIC SCHOOLS 

ARITHMETIC — EIGHTH GRADE. 



Per Cent, of Pupils Receiving These Grades 
IN Each of the Ten Questions. 



100 


90 
to 

100 


80 
to 
90 


70 
to 
80 


60 
to 

70 


43.6 


4.2 


19.9 


8.5 


3.4 


76.3 


.4 


3.0 


1.3 


.4 


86.0 


1.3 


1.3 


.8 


.4 


89.8 


2.1 


1.3 


.4 


.4 


85.6 
66.5 


2.1 
3.0 


4.2 
8.1 






3.0 


1.7 


59.3 


2.1 


5.9 


4.7 


3.4 


78.0 


3.8 


3.0 


1.7 


.8 


59.3 


4.2 


8.1 


1.3 


1.7 


52.5 


4.7 


16.9 


5.9 


2.5 



low 
60 



Date of note. Nov. 12, 1901. Face, $1500. 
•J Interest, 6 per cent. Payments made: $180 
■^ on Jan. 9, 1902, $425 on June 18, 1903. 
What was due Aug. 16, 1904? 

The directors of a company whose capital is 
$5000 determined to distribute among the 
stockholders $2500 of profits. 

2 (a) A dividend of what per cent, was de- 
clared ? 

(b) How much does a man receive who 
owns 15 100-dollar shares? 

3 What is the ratio of the area of a 2-inch square 

to the area of a 6-inch square? 

j^ If 7 tons of coal can be bought for $26, how 
^ many tons can be bought for $39? 



e Find the side of a square equal in area to a 
'^ rectangle that is 15 feet by 60 feet. 

At 24 cents a square yard, how much will it 
^ cost to plaster a room that is 17 feet by 20 
" feet and 10 feet from the floor to the ceiling, 
deducting 16 square yards for openings? 

M Find cost at $9.50 per M. of 8 pieces scant- 

' ling 3 in. by 4 in. 14 feet long, and 9, 12 

feet 1-inch boards each 12 inches wide. 

_ Find approximately the number of gallons in 
o a rectangular tank 3 feet by 4 feet by 8 
feet if 1 cu. ft. equals lyi gallons. 

If a certain room is twice as long as it is 
g wide, and the area of the floor is 968 square 
feet, what is the length and the breadth of 
the room? (Work this by algebra.) 



How can you find the diameter of a circle if 
the circumference is j^iven? Find circumfer- 
ence and area of a circle whose diameter is 
8 feet. 

I am thinking of a cube whose entire surface 
js 150 sq. in. What is the length of one of 
its edges? 



10 



20.3 

18.6 

10.2 
5.9 

8.1 

17.8 

24.6 

12.7 

25.4 
17.4 



Per Cent, of Pupils Receiving These Grades 
IN All the Questions. 



15.3 



36.4 



24.2 



14.4 



6.8 



3.0 



Number of different pupils taking the above test, 236. 



REPRESENTATIVE SCHOOL TESTS. 

LANGUAGE — SECOND GRADE. 



345 



Per Cent, of Pupils Receiving These Grades 
IN Each of the Ten Questions. 


100 


90 
to 
100 


80 
to 
90 


70 
to 
80 


60 
to 

70 


Be- 
low 
60 


1 Copy first verse on page 72 of Second Reader. 

Describe the picture on page 9 of your Reader 
by answering these questions: 
Where are these children? 

2 What are they doing? 

What is one boy doing with his boat? 
What has another boy in his hand? 
Are there any ships coming to land? 


8S 4 


1? S 


?, 1 








50.0 


17.4 


18 1 


4.9 


2.1 


7.6 


The first month in the year is Christ- 

2 mas comes in The school days of 

the week are 

and 


61.8 


9.7 


11.1 


11.8 




5.6 


4 Change to mean more than one: The robin is 
singing. It was in the maple tree. 


72.9 


.7 


2.8 


9.7 


2.1 


11.8 


e Change to mean one: The boys have new 
tops. They are red. 


79.2 


4.2 


4.9 






11.8 


I (saw, seen) a bluebird in our yard. Have 














f- you (saw, seen) many birds this spring? The 
" children have (did, done) their work well. 
Now they have (gone, zcent) home. 


60.4 


2.8 


7.6 


16.0 


.7 


12. S 


y Leave out the apostrophe and put in all the 
letters: I've read this book. Wouldn't you 
like to read it? 


90.3 


4.2 


.7 


.7 




4.2 


Q Fill the blanks with o or an : 

In the dish there is apple, pear, 

orange, and banana. 


81.3 


2.1 


3.5 


4.2 


1.4 


7.6 


9 (May, can) I (teach, learn) Mary our new song? 


78.5 
73.6 


2.8 
9.0 


4.2 
6.9 






14 6 


10 I have a (new, knew) (blue, blew) top. 

Uncle John (cent, sent) it (to, two, too) me. 


6.9 


.... 


3.5 


IN All the Questions. 


17.4 


53.5 


18.7 


5.6 


4.2 


.7 



Number of different pupils taking the above test, 144. 



346 



GALESBURG PUBLIC SCHOOLS 

LANGUAGE — ^THIRD GRADE. 



Per Cent, of Pupils Receiving These Grades 
IN Each of the Ten Questions. 



100 


90 
to 
100 


80 
to 
90 


70 
to 

80 


60 
to 

70 


77.8 


8.1 


9.1 


3.0 




45.5 


13.1 


20.2 


8.1 


7.1 


78.8 


10.1 


7.1 


1.0 




83.8 


7.1 


4.0 


1.0 


1.0 


64.6 


7.1 


21.2 


1.0 


1.0 


74.7 


12.1 


3.0 


4.0 


.... 


67.7 


7.1 


6.1 


10.1 




82.8 


3.0 


1.0 


1.0 


.... 


81.8 


9.1 


1.0 


1.0 




71.7 


6.1 


5.1 


9.1 





Be- 
low 
60 



1 Copy the first stanza of "The Red, White and 

Blue," on page 261 of Reader. 

Write a letter to Mr. Steele. In the first 
paragraph, tell how old you are, where you 

2 live, where you go to school and your teach- 
er's name. In the second paragraph, tell 
what you study and which study you enjoy 
most. 

Combine: 
T The acorn is little. 

The acorn is brown. 
The acorn is the fruit of the oak tree. 

Abbreviate italicized words: 
4 Mister and Mistress^ Cecil Lane Clark live on 



the corner 
Street. 



of Fourth Avenue and Elm 



Rewrite, using the words has or have in each 
sentence. 

Grace ate her lunch. 
r He tore his coat on a nail. 

^ I took a music lesson. 

Harold wrote a letter. 
We hear birds sing. 

Fill blanks with I, he, she, we, they, him, or 

her : 

f- Who is at the door? It is 

" Those books were given to 

It was and who sang the 

song. 

Who ate the candy? and 

7 Make these words show ownership in sentences: 
father, girls, children, Fido. 

Taller, tallest: 

g Of the two boys James is the , but 

Fred is the of all the boys. 

Q Put in quotation marks where needed: 
-* Do you hear the bird singing? asked Lucy. 
Clara answered, Yes. 

Use correct word: 

We paid our (fair, fare) to the conductor. 
2Q She put the (pale, pail) of water on the table. 
The crocus is an early (ftozver, flour). 
The boy (rode, road) to the store on his 
bicycle. 



2.0 
6.1 

3.0 
3.0 

5.1 

6.1 

9.1 

12.1 
7.1 

8.1 



Per Cent, of Pupils Receiving These Grades 
IN All the Questions. 



16.2 



58.6 



17.2 



4.0 



4.0 



Number of diflferent pupils taking the above test, 99. 



REPRESENTATIVE SCHOOL TESTS. 



347 



LANGUAGE — FOURTH GRADE. 



Per Cent, of Pupils Receiving These Grades 
IN Each of the Ten Questions. 



90 
to 
100 



Be- 
low 

60 



< Dictate a paragraph or stanza with which your 

pupils are familiar. 
Write a letter of two paragraphs to a friend 

telling in the first paragraph what work you 
2 are doing and how you like it. 

In the second paragraph tell about the closing 

day exercises and how you hope to spend 

your vacation. 
Place commas where needed: 
Fido my pet dog caught a rabbit. 
2 Harry have you seen my book? 

Yes Helen it is on the library table. 

The gardener said "I raise beets lettuce rad 

ishes and peas in my garden." 
Fill blanks with who, which or that. 

4 Here is the girl sang. 

The book I read was interesting. 

Where are the boys and dogs were 

playing in the yard? 
Fill blanks with who whose or u-hom. 
do you see ? 

5 • • •■ glove did she find? 

With are you going? 

is coming with her ? 

To did you speak? 

Place correct form of verb in sentences. 

think. He has the matter over. 

g grow. The plants have rapidly. 

climb. He the tree yesterday. 

blow. The whistle five minutes ago. 

rise. James has from his seat. 

Use the correct form of the verbs in the blanks. 

M lie, lay a rug by the door for the 

' dog to on. 

sit, set. You may the vase on the 

table and down. 

Analyze: 

The faithful dog saved the child's life. 

8 The lady in black brought the tea from the 

counter. 
The brave seamen of the United States have 

performed many daring deeds. 
has or has got. 
That boy more marbles than any 

9 of us. 

don't or doesn't. 

He play marbles for "keeps" either. 

Some, Sum boys were chasing a 

squirrel. 
Their, There are the flowers we 

vranted. 
10 threw, through. James jumped the 

window. 

read, red. We the story together. 

sight, site. The for the building was 

a very good one. 



54.5 



75.8 



60.7 



65.7 



70.2 



42.7 



75.3 



61.8 



19.1 
12.4 

20.2 
5.1 

2.2 

1.7 

5.1 

20.2 

5.1 

3.9 



18.0 
20.8 

13.5 
1.7 

24.7 

16.3 
8.4 
9.6 
1.1 

19.7 



7.9 
10.1 

4.5 
10.1 

2.8 

1.1 
1.7 
6.7 



2.2 



5.6 
5.1 

2.8 
1.7 

7.3 

9.6 
6.7 
5.6 
1.7 

11.2 



9.0 
11.8 

4.5 
5.6 

2.2 

5.6 

7.9 

15.2 

16.3 

1.1 



Per Cent, of Pupils Receiving These Grades t i Afj >> o^r c in t ^ci it 
IN All THE Questions. / ..i 4/.Z J/ .i) lU.l 6.2 1.7 



Number of diflferent pupils taking the above test, 178. 



348 



GALESBURG PUBLIC SCHOOLS 

LANGUAGE FIFTH GRADE. 



Per Cent, of Pupils Receiving These Grades 
IN Each of the Ten Questions. 



100 



90 



80 



60 



Be- 
low 

60 



Reproduce "Story of General Grant" found in -i e q 
Reader. ^^'^ 

Teacher may use any outline she wishes. 



11.9 



Write a letter to a friend describing your 
school building. 



This outline may be used: location, material, 
2-3 size (rooms and stories), rooms on each 
floor, halls, your room, playgrounds. 
(Form 10 — Description 10) 



Write the plurals of the following nouns: 
4 Child, lady, echo, fi^h, fox, enemy, gulf, 50.8 
knife, church, valley. 



Give the principal parts of go, see, do, walk, 
e run, write, sing, draw, think, know, bury, 45.2 
climb. 
Name the regular verbs and tell how you know 
that they are regular. 

Name the tense of each verb. 
I write with my pen. 
g The teacher wrote on the board. 
I suall write a letter to-morrow. 
He will write a letter too. 



19.0 



34.9 



24.6 



25.4 



32.5 8.7 



27.011.1 



63.5 



Place commas where needed. 
John the boy in blue is a good honest indus- 
trious fellow. 
"Are you ready Jack?" 
"Yes" he replied. 



Analyze : 

8 Amerigo Vespucci, an Italian sailor, made the 
first chart of the coast of America. 



- Give cases of the nouns. 

9 Mr. Green, Elizabeth's grandfather, brought 
the oranges for the party. 



Fill blanks with shall or will. 

1. I not sign the paper. 

10 2. I wait for you. 

3. The warm rain bring the flowers. 

4. He not enter this room. 



57.9 



74.6 



4.0 



11.9 



7.1 



21.4 



16.7 



4.8 



4.0 



11.9 



5.6 



7.1 



5.6 



2.4 



7.9 



4.8 



13.5 3.2 



15.1 



58.7 9.5 



55.6 



3.2 



15.1 



4.8 



8.7 



19.8 



4.0 



4.0 



1.6 



3.2 



1.6 



1.6 



9.5 



7.9 



5.6 



15.9 



17.5 



Per Cent, of Pupils Receiving These Grades 

IN All the Questions. 



46.0 



29.4 



12.7 



8.7 2.4 



Number of different pupils taking the above test, 126. 



REPRESENTATIVE SCHOOL TESTS. 

LANGUAGE SIXTH GRADE. 



349 



Per Cent, of Pupils Receiving These Grades 
IN Each of the Ten Questions. 


100 


90 
to 

100 


80 
to 

90 


70 
to 

80 


60 
to 

70 


Be- 
low 
60 


Write in letter form, an order for three articles 
1 of merchandise that you need, or would like to 
have. Address this order to some dealer in 
Galesburg or Chicago. 


18.5 


28.7 


32.5 


9.6 


5.7 


5.1 


2 Name and illustrate by sentences four ways in 
which the subject of a sentence may be 
modified. 


59.9 


8.9 


17.8 


5.1 


1.3 


7.0 


3 Write a sentence with the predicate modified 
by an adverb and an adverbial phrase. 


77.7 


1.9 


8.9 


1.9 


1.9 


7.6 


A Write a sentence containing a predicate nom- 
* inative — one containing a predicate adjective 
— one with an object. 


63.1 


2.5 


6.4 


12.7 


3.8 


11.5 


What is a transitive verb? Use one in a sen- 
5 tence. What is an intransitive verb? Use 
one in a sentence. 


60.5 


3.8 


16.6 


11.5 


1.3 


6.4 


f. Write the following sentence in all the tenses 
" of the indicative mood: John rode home 
from school. 


31.2 


18.5 


15.9 


16.6 


3.8 


14.0 


He has written the letter. 
7 Give person, number, gender and case of the 
italicized words. 


47.1 


17.8 


16.6 


4.5 


5.1 


8.9 


Compare the following words: ill, many, little, 
3 good, bad, handsome, pretty, much. Use in 
sentences the comparative degree of good 
and handsome. 


29.9 


17.8 


25.5 


14.6 


3.2 


8.9 


Decline the first personal pronoun, and the 
g third personal pronoun, masculine gender. 
Use the objective singular of each in a 
sentence. 


31.8 


10.8 


21.0 


10.8 


5.7 


19.7 


,„ Analyze: Columbus, an Italian, discovered 
i^ America in 1492. 


29.3 


10.2 


17.8 


9.6 


7.0 


26.1 


Per Cent, of Pupils Receiving These Grades 
IN All the Questions. 


1.9 


37.6 


31.8 


18.5 


6.4 


3.8 



Number of different pupils taking the above test, 157. 



350 



GALESBURG PUBLIC SCHOOLS 

LANGUAGE — SEVENTH GRADE, 



Per Cent, of Pupils Receiving These Grades 
IN Each of the Ten Questions. 



100 


90 
to 

100 


80 
to 

90 


70 
to 

SO 


60 
to 

70 


15.2 


32.1 


21.9 


19.6 


6.3 


43.3 


6.7 


11.6 


14.7 


2.7 


63.4 


7.6 


7.6 


8.0 


3.1 


63.8 


16.5 


4.0 


5.8 


1.8 


44.6 


22.8 


12.1 


11.2 


1.8 


38.8 


13.4 


15.6 


14.7 


2.7 


66.1 


10.7 


7.1 


5.8 


1.3 


56.3 


8.0 


7.1 


2.2 


.4 


27.7 


30.8 


17.9 


8.5 


.9 


43.3 


25.9 


15.2 


7.1 


1.8 



Be- 

Uw 

60 



2 Write a short account of the life of some great 
man or woman about whom you have studied 
this year. 



Write the following sentences using the proper 
verb. Give the rule which governs each. 
2 (a) Every boy and girl (were, zvas) invited. 

(b) Thomas or I (were, was) going to call for 
you. 

(c) The crowd (is, are) becoming uncontrolla- 
ble. 

« Write a sentence using a predicate nominative. 
>* In what case is it? Why? 

Write a sentence using a predicate adjective. 



What is the difference between a noun in 
apposition and a noun in the possessive case? 
Illustrate with sentences. 



Name the personal pronouns and tell why 
5 they are so called. 

Write a sentence containing a relative pronoun. 
One containing an interrogative pronoun. 

Place commas in the following sentence and 

- give rules for same: 

O Children we are glad indeed to welcome spring 
the most beautiful season of the year with 
its birds grass flowers and green leaves. 

7 What is the difference between a complex and 
a compound sentence? Write one of each. 



When morning began to dawn, our ship stuck 
Q on a sunken reef. 

Contract into a simple sentence and tell how 
you made the change. 



Analyze or diagram the following sentence: 
General Putnam, a brave Connecticut soldier, 
was the highest in rank on the ground, and, 
while Prescott was in command behind the 
fort, he took general charge of affairs. 



Laocoon, a prince of Troy, warned the people 
J-v against the wooden horse. 
Parse the italicized words. 



4.9 



21.0 



10.3 



8.0 



7.6 



14.7 



8.9 



25.9 



14.3 



6.7 



Per Cent, of Pupils Receiving These Grades 
IN All the Questions. 



45.5 



29.0 



12.1 



4.9 



8.5 



Number of different pupils taking the above test, 224. 



REPRESENTATIVE SCHOOL TESTS. 



351 



LANGUAGE EIGHTH GRADE. 



Per Cent, of Pupils Receiving These Grades 
IN Each of the Ten Questions. 


100 


90 
to 

100 


80 
to 
90 


70 
to 
80 


60 
to 

70 


Be- 
low 
60 


Write a reproduction of the story, "A Lesson 
1 of Mercy," on page 36 of "Ethics for Chil- 
dren." 


16.0 


31.9 


26.9 


13.4 


6.7 


5.0 


Write a sentence containing a predicate noun. 
2 In what way is a possessive noun like a 
noun in apposition? How do they differ? 
Illustrate by sentences. 


51,7 


14.7 


16.8 


4.2 


4.6 


8.0 


2 Name the three classes of pronouns, define them 
and use one of each class in a sentence. 


56.7 


13.4 


18.1 


5.0 


2.1 


4.6 


^ Name the four forms of conjugation. Illus- 
trate each in a sentence, using the verb 
"see." 


50.8 


7.6 


12.2 


5.9 


2.9 


20.6 


. When you use two singular subjects, how can 
»5 you tell whether the verb should be singular 
or plural? Illustrate. 


55.5 


8.4 


11.8 


2.5 


1.3 


20.6 


Write (1) a simple imperative sentence; (2) 
6 a compound declarative sentence; (3) a 
complex interrogative sentence. 


42.4 


9.7 


13.4 


21.0 


1.7 


11.8 


y Write a complex sentence. Change it to a 
compound. 


74.4 


5.0 


3.8 


5.5 


.4 


10.9 


When you visit Boston you will go to the 

house where Longfellow our greatest poet 

lived. He wrote "Evangeline "The Old 

g Clock on the Stairs" 'Hiawatha" "The 

Village Blacksmith" and many other poems. 

Lincoln said "With malice toward none with 
charity for all." 

Supply commas in the above Sentences. 


45.8 


29.0 


14.3 


6.7 


.8 


3.4 


Analyze: 

"And the night shall be filled with music, 
9 .\nd the cares, that infest the day. 
Shall fold their tents, like the Arabs, 
And as silently steal away." 


22.3 


23.5 


21.4 


15.1 


5.0 


12.6 


-^ IVho is the boy whom your father hired to 
*fj care for his horse? 
Parse italicized words. 


13.0 


20.3 


28.6 


14.3 


6.3 


17.6 


Per Cent, of Pupils Receiving These Grades 
IN All the Questions. 


.4 


34.5 


34.9 


20.3 


7.6 


2.5 



Number of different pupils taking the above test, 238. 



352 



GALESBURG PUBLIC SCHOOLS 

GEOGRAPHY FOURTH GRADE. 



Per Cent, of Pupils Receiving These Grades 
IN Each of the Ten Questions. 


100 


90 
to 

100 


80 
to 
90 


70 
to 

80 


60 
to 
70 


Be- 
low 
60 


What is the shape of the earth? The earth 
1 turning on its axis causes what and takes 
how long? The earth traveling around the 
sun causes what and takes how long? 


92.7 


2.8 


2.3 




.6 


1.7 


Name the grand divisions in order of their 
2 size. Name the oceans in order of their 


84.7 


9.0 


3.4 


1.1 




2.3 


size. 














■J Name the divisions of North America. What 
^ water touches North America on the north, 
east, south and west? 


42.4 


12.4 


15.3 


7.3 


7.9 


14.7 


What is the capital of the United States. The 
4 largest city in the United States? What 
state do you live in? Give its capital. 


74.6 


2.3 


7.9 


1.7 


.6 


13.0 


c Name three large rivers and a mountain range 
^ of South America. 


39.5 


8.5 


16.9 


2.8 


2.3 


29.9 


f- What are the five most important countries of 
" Europe? Give capitals. 


54.2 


11.3 


10.7 


2.8 


4.5 


16.4 


7 What atid where are the highest mountains of 
the world? 


70.6 


3.4 


2.8 


.6 


.6 


22.0 


How is Africa joined to Asia? Name the 
8 strait between Europe and Africa. 


55.9 


5.1 


4.0 


.6 


1.1 


33.3 


Locate Australia. What are the people en 
9 gaged in doing? What is their chief sea- 
port? 


23.7 


4.0 


21.5 


6.2 


5.1 


39.5 


Draw a map of North America putting in the 
10 Great Lakes, two mountain systems and the 
Mississippi River. 


5.6 


13.0 


18.1 


13.6 


11.3 


38.4 


Per Cent, of Pupils Receiving These Grades 
IN All the Questions. 


.6 


41.823.7 


11.9 9.0 


13.0 



Number of different pupils taking the above test, 177. 



REPRESENTATIVE SCHOOL TESTS. 



353 



GEOGRAPHY — FIFTH GRADE. 



Per Cent, of Pupils Receiving These Grades 
IN Each of the Ten Questions. 


100 


90 
to 

100 


80 
to 
90 


70 
to 

80 


60 
to 

70 


Be- 
low 
60 


< Name the motions of the earth, give the time 
required and the effect of each. 


75.0 


6.3 


3.9 


4.7 


.8 


9.4 


In which zone do you live? What circles 
2 bound it? How wide is it? What ie the 
latitude and longitude of Galesburg? 


51.6 


18.8 


13.3 


2.3 


4.7 


9.4 


'1 To whom does Canada belong? Name its 
^ capital, largest city and two products. 


51.6 


16.4 


13.3 


2.3 


3.9 


12.5 


Name and locate two mountain systems of 
4 North America. Name two ranges of each 
and the minerals of each. 


53.9 


14.1 


12.5 


6.3 


3.9 


9.4 


Name an important river in the Arctic Plain, 
in the Mississippi Valley, on the Atlantic 
5 Slope, on the Pacific Slope. Tell the direc- 
tion in which each flows, and into what body 


60.9 


10.2 


8.6 


7.0 


1.6 


11.7 


of water. 














6 Name the Great Lakes, giving outlet of each 
and a city on each. 


61,7 


13.3 


9.4 


4.7 


3.1 


7.8 


In what part of the United States is wheat 
K raised? Corn? Cotton? Tobacco? What 
is the chief occupation of the people in the 
New England States? 


67.2 


11.7 


6.3 


5.5 


.8 


8.6 


What is the capital of the U. S. ? Its largest 
city? Name and locate an important city on 
the Atlantic Coast, on the Pacific Coast, on 
8 the Gulf of Mexico, on the Great Lakes, on 
the Mississippi River, and in the Western 
Highlands. 


49.2 


17.2 


14.8 


8.6 


2.3 


7.8 


Name the four most important detached pos- 
9 sessions of the U. S., giving the capital and 
at least one product of each. 


35.9 


15.6 


14.1 


9.4 


5.5 


19.5 


■in Draw a map of Illinois showing its three di- 
visions. Locate three rivers and three cities. 


18.0 


12.5 


15.6 


10.9 


13.3 


29.7 


Per Cent, of Pupils Receiving These Grades 
IN All the Questions. 


3.9 


48.4 


20.3 


16.4 


5.5 


5.5 



Number of different pupils taking the above test, 128. 



354 



GALESBURG PUBLIC SCHOOLS 

GEOGRAPHY — SIXTH GIL\DE. 



Per Cent, of Pupils Receiving These Grades 
IN Each of the Ten Questions. 


100 


90 
to 
100 


80 
to 
90 


70 
to 
80 


60 
to 

70 


Be- 
low 
60 


Name two warm ocean currents. Tell which 
1 ocean each is in, and name one country 
warmed by each. 


77.6 


11.2 


5.2 


1 5 




4.5 


Why are the tropics and polar circles placed 
2 where they are? Give the width of each 


54.5 


9.7 


15.7 


9.0 


2.2 


9.0 


zone. 














3 Name five things on which climate depends. 


85.1 


6.7 


5.2 





3.0 





Name the three most important rivers of South 
4 America, and the plain drained by each. 
Tell with what each plain is covered. 


53.7 


11.2 


17.9 


6.7 


.7 


9.7 


What is the principal mountain range of Eu- 
5 rope? Name four rivers rising in these 
mountains and the body of water into which 
each flows. 


57.5 


12.7 


14.2 


7.5 


3.7 


4.5 


g Name the peninsulas of Europe, and a seaport 
in each. 


51.5 


18.7 


11.9 


6.0 


3.7 


8.2 


f. Beginning at the northeast, name in order the 
' peninsulas of Asia. What empire is east of 
Asia? What is its capital? 


76.1 


4.5 


11.2 


3.7 




4.5 


Describe the coast of Africa and its effect on 
Q commerce. Where are these places and for 
what noted ? Sahara, Kimberly, Cairo, Alex- 
andria, Tanganyika. 


37.3 


20.1 


21.6 


11.9 


1.5 


7.S 


Q Name tlie chief river, two large cities and the 
principal products of Australia. 


57.5 


14.9 


11.2 


4.5 


2.2 


9.7 


10 Draw a map of Europe. 


7.5 


14.9 


20.9 


9.0 


8.2 


39.6 


Per Cent, of Pupils Receiving These Grades 
in All the Questions. 




47.8 


37.3 


11.9 


.7 


2.2 



Number of different pupils taking the above test, 134. 



REPRESENTATIVE SCHOOL TESTS. 



355 



GEOGRAPHY EIGHTH GRADE. 



Per Cent, of Pupils Receiving These Grades 
IN Each of the Ten Questions. 


100 


90 
to 

100 


80 
to 

90 


70 
to 

80 


60 
to 
70 


Be- 
low 

60 


What causes the change of seasons? 
Name the great circles that divide the earth 
1 into zones. 

Why are they located where they are? 
What do you understand by Latitude and 
Longitude? 


48.7 


19.3 


21.8 


7.1 


1.3 


1.7 


Name the conditions on which climate de- 
pends. 
_ At the time of the Conquest of Mexico by 
^ Cortez, it was said that "Montezuma feasted 
upon fruits from the most opposite climes." 
How could he do this? 


46.6 


16.8 


28.2 


3.8 


2.1 


2.5 


- Name in order, the states bordering on the 
"J Great Lakes and the capital of each. 


55.0 


21.4 


12.2 


5.9 


1.7 


3.8 


Why does the west coast of the United States 

have a milder climate than the east coast 

. in the same latitude? Why does England 

^ have a milder climate than Labrador, which 

is in the same latitude? Why has Italy a 

warmer climate than New York and Illinois? 


54.6 


15.1 


14.3 


5.5 


2.1 


8.4 


Name the three great river systems of South 
5 America, describe the land drained by each, 
and its products. 


34.0 


21.8 


16.0 


13.0 


4.6 


10.5 


g Name the peninsulas of Europe, and a city 
on each. 


71.0 


10.1 


11.3 


3.4 


1.7 


2.5 


Name in order the peninsulas of Asia. What 
7 European countries control parts of Asia? 
What parts? 


41.6 


19.3 


21.8 


9.7 


2.5 


5.0 


What European country owns the most im- 
portant divisions of Africa? What other 
Q European countries control Africa? Name 
and locate the metropolis of Africa. What 
is the chief seaport of Egypt? 


34.9 


23.1 


23.5 


8.0 


3.4 


7.1 


Name two rivers of Australia. Name two 
y cities and give a fact aoout each. 


59.2 


15.5 


12.2 


4.6 


2.5 


5.9 


Draw a map of North America putting in the 
two principal mountain systems, the Great 
10 Lakes, the St. Lawrence River, and the 
Mississippi River. 


13.4 


23.9 


13.0 


17.6 


5.9 


26.1 


Per Cent, of Pupils Receiving These Grades 
IN All the Questions. 




47.9 


36.6 


12.6 


2.5 


.4 



Number of different pupils taking the above test, 238. 



356 



GALESBURG PUBLIC SCHOOLS 

HISTORY — SEVENTH GRADE. 



Per Cent, of Pupils Receiving These Grades 
IN Each of the Ten Questions. 



100 


90 
to 
100 


80 
to 

90 


70 
to 

80 


60 
to 
70 


50.2 


17.6 


19.4 


6.6 


1.8 


60.4 


17.6 


13.2 


4.0 


.9 


39.2 


27.8 


22.0 


6.2 


1.8 


33.0 


20.7 


21.1 


8.8 


1.8 


41.4 


14.5 


11.5 


15.4 


2.6 


39.2 


15.4 


15.9 


11.0 


6.2 


43.6 


17.6 


19.8 


11.0 


.4 


57.7 


11.5 


14.5 


5.3 


1.8 


45.4 


15.0 


14.1 


8.8 


2.6 


52.9 


11.0 


9.3 


12.3 


3.1 



Be- 
low 

60 



In what way did Europe's trade with the Indies 
lead to the discovery of America? Who dis- 
covered the continent of America? How 

1 was it proven that a new continent and not 
a part of the Indies had been discovered? 
Give dates. 

What two leading explorers do we think of in 
connection with the Mississippi River? What 

2 two with the St. Lawrence and Lake Cham- 
plain? What one with the Hudson River? 
With \'irginia? Tell for what nation each 
was exploring. 

Name the Thirteen English Colonies. Give the 
•1 date, place and object of the settlement of 
"^ Mass., New York, Penn., Maryland, Vir- 
ginia and Georgia. 

Write a paragraph comparing Massachusetts 
A colony with \'irginia colony. Speak of the 
different view each held on Education, Gov- 
ernment and Labor. 

When and where was negro slavery intro- 
r duced? When and where was entire relig- 
^ ious freedom granted ? When and where was 
the first public school founded ? 

What caused the long series of wars between 

the French and English colonies in Amer- 

f- ica? State time, cause and final result of 

" the French and Indian War. What battle is 

called the "Turning Point" in American 

History? Why? 

What caused the Revolution? When and 
tj where wa.s the Declaration of Independence 
' signed? Why was the adoption of this doc- 
ument so important? 

When and where did Burgoyne surrender? 
g Give two results. What was the last battle 
of the Revolution? Who surrendered? 

By what were the States governed after the 
Q war? Why was this kind of Government 
not sufficient? What did the new Constitu- 
tion do for the nation? 

What was the Northwest Territory? Why did 
^^ it help to hold the states together? Give 
10 two or three provisions of the "Ordinance 
of 1787." 



4.4 



3.5 



3.1 



14.5 



14. S 



12.3 



7.5 



9.3 



14.1 



11.5 



Per Cent, of Pupils Receiving These Grades 
IN All the Questions. 



.9 


48.9 


27.3 


13.7 


4.0 



5.3 



Number of different pupils taking the above test, 227. 



REPRESENTATIVE SCHOOL TESTS. 



357 



HISTORY — EIGHTH GR.\DE. 



Per Cent, of Pupils Receiving These Grades 
IN Each of the Ten Questions. 


100 


90 

to 

100 


80 
to 
90 


70 
to 

80 


60 
to 

70 


Be- 
low 
60 


When did the Constitution go into operation, 
1 and what two things did it accomplish? 
Name two important events in Washington's 
administration. 


68.2 


12.1 


8.9 


5.9 


1.3 


3.8 


~ Why and when did the U. S. purchase Louis- 
^ iana? 


57.7 


17.2 


13.4 


6.3 


1.7 


3.8 


T Name the laws that restricted slavery and 
"^ two that extended slavery. 


34.3 


12.1 


20.5 


13.0 


4.2 


15.9 


Locate the Erie Canal and the National Road. 
4 What was the object of each? These two 
improvements mark the beginning of what 
period in our uistory? 


48.5 


22.6 


10.0 


5.0 


5.0 


8.9 


Name and locate three important acquisitiong 
5 of territory. How were thev obtained? From 
whom? Why important to us? 


39.3 


30.1 


18.0 


7.5 


2.5 


2.5 


Name an invention that developed the south, 
-. telling in what way it influenced the country. 
" Name two inventions, important to the 

north, and tell how the inventions influenced 

the north. 


47.3 


18.0 


17.2 


8.9 


5.4 


3.3 


What was the nullification act? What persons 
7 are brought to your mind by that name? 
Why is each worthy of note in history? 


35.6 


14.6 


23.0 


9.2 


4.2 


13.4 


Give the cause of the Civil War. Where was 
the first gun fired ? What was the first bat- 
jj tie between iron ships? What battles were 
O fought July 1, 2, 3. What did Sherman do 
to cut the Confederacy in two? Name three 
Northern generals. Name two Southern 
generals. 


53.1 


28.9 


10.0 


3.8 


.4 


3.8 


Name the results of the Civil War. Give the 
Q point to the thirteenth, fourteenth and fif- 
" teenth amendments. VV'hat do you under- 
stand by Civil Service? 


30.5 


26.8 


24.3 


8.4 


4.2 


5.9 


Name three expositions, telling where they 
jQ were held, and the events comemmorated. 
Give two events that will be recorded in his- 
tory that have occurred within your memory. 


41.0 


20.1 


14.6 


9.6 


4.6 


10.0 


Per Cent, of Pupils Receiving These Grades 
IN All the Questions. 


3.3 


44.8 


32.6 


14.2 


4.2 


.8 



Number of different pupils taking the above test, 239. 



CHAPTER IX. 

COURSE OF STUDY. 

The following outline of studies pursued by the pupils of 
the Galesburg schools has been prepared with a view of 
making it intelligible to any patron who may wish to know 
what his child is doing each year in each subject, the regu- 
lar course of study being, as is always the case, for the use 
of the teachers who have the text-books at hand to which 
they can refer. Such an outline has been suggested by the 
many statements and inquiries made by parents in regard 
to their children's progress and its object is to aid and en- 
courage parents to take an active interest in the work of 
their children, and thus to secure their intelligent sympathy. 

READING. 

This is the most important branch of study in the educa- 
tion of the child, for it is the key to all other studies. 

In the first year of school the child is expected to com- 
plete the First Reader; in the second year, the Second 
Reader; in the third year, the Third Reader. The fourth 
and fifth years are given to the Fourth Reader. The Fifth 
Reader is used in the sixth and seventh years and a supple- 
mentary reader is read in the eighth year. Much supple- 
mentary reading is used in each grade. 

When a pupil can read fluently and with proper express- 
ion, both the required and supplementary reading of his 
grade, give the meaning of all the words and spell those in 
ordinary use, name and tell the uses of the different marks 
of punctuation, and, in the more advanced grades, explain 
the geographical, biographical, and literary references in 

(358) 



COURSE OF STUDY. 359 

the selections read, he has attained the standard sought for 
promotion in reading. 

ARITHMETIC. 

Note. — This course of study in arithmetic was prepared especially 
for the Public Schools of Galesburg, Illinois, by Mr. Frank H. Hall, 
author of the Werner Arithmetics, to whom we feel greatly indebted 
for this valuable service. 

FIRST HALF-YEAR 

I. Examine each pupil as to his number knowledge. To 

do this : 

(1) Place before him 20 or 30 toothpicks, splints or crayons. 

Then say, give me two; give me four; give me three, 
etc. 

(2) Put four crayons into the hands of the pupil. Then say, 

give me half your crayons. Do the same with six cray- 
ons; with one crayon; with three crayons, etc. 

(3) With crayons or toothpicks arranged in groups to corres- 

pond with each statement, say. 

Two crayons and two crayons are 

Three crayons and one crayon are 

Three crayons and two crayons are 

Etc., Etc. 

(4) Pupils who do well in the foregoing should be tested as to 

their imagining power with such incomplete statements 
as the following, the objects themselves not being pres- 
ent to the senses: 

Two apples and two apples are 

Three marbles and one marble are 

Three oranges and two oranges are 

Etc., Etc. 

(5) Make a careful record of the pupil's attainments with re- 

spect to number. 

II. Beginning with each pupil at the point of hesitation^ 
teach orally the number facts given on pages III, IV, V and 
VI, of Chapter I, of Hall's Arithmetic Primer. At first the 
work must be done mainly by means of individual instruc- 
tion. Later, the children may be taught in groups, provided 



360 GALESBURG PUBLIC SCHOOLS 

each group is made up of pupils of similar attainments ; but 
frequent changes in the grouping will be necessary, and the 
teacher must never lose sight of the individual pupil — must 
never attempt to teach the class. 

III. At the close of the half-year each pupil should be 
familiar with the following: 

(1) The first six primary facts of addition, namely, 1 and 1, 2 

and 1, 2 and 2, 3 and 1, 3 and 2, 4 and I. 

(2) Five multiplication facts, namely 2 2's, 2 5's, 2 lO's, 3 lO's, 

4 lO's. 

(3) Six partition facts, namely, ^ of 4, i^ of 10, J^ of 20, ^ of 

40, >4 of 3, i^ of 5. 

SECOND HALF-YEAR 

I. Do the remainder of the work suggested in Chapter I 
of the Arithmetic Primer. 

II. Do the work suggested in Chapter II of the Arith- 
metic Primer. The four topics in this chapter, "Adminis- 
tration," "Nature Study," "Construction Work," and "Read- 
ing," are not to be presented consecutively ; but work should 
be selected from each according to the needs and the ability 
of the pupils. Indeed many of these applications of number 
knowledge may be used during the first half-year of school, 
and it may be necessary to omit some of them until the sec- 
ond school year. Only so much should he attempted as can 
be well done. 

III. At the close of the first school year, the minimum 
amount accomplished should include, in addition to the 
number facts given in the work for the first half-year, the 
following : 

(1) Six primary facts of addition, namely, 3 and 3, 4 and 2, 5 

and 1, 4 and 4, 5 and 5, 6 and 6. 

(2) Six multiplication facts, namely, 2 3's, 2 4's, 2 6's, 3 3's, 3 

4's, 4 3's. 



COURSE OF STUDY. 361 

(3) Five partition facts, namely, ^ of 6, ^ of 8, Yz of 12, J4 of 
12, 3/4 of 12. 

Note. — The method of procedure in teaching the above facts must 
be that indicated in the Arithmetic Primer. Figures, if employed at 
all, must be used sparingly, and the facts presented, first by means of 
objects, then by the imaging of objects. After the clear perception of 
a primary number fact, it should be perfectly memorized. 

THIRD HALF-YEAR 

I. Teach orally the number facts and applications given 
in the Primer of Arithmetic, pages 1 to 40. Much of the 
work is a review of that done in Grade I. 

II. About January 1st the Primer may be put into the 
hands of pupils for reviewing, by tneans of printed symbols, 
the facts and applications of number that have already been 
taught by means of spoken symbols. 

III. At the close of this half-year, each pupil should be 
familiar with the first Z7i primary facts of addition and the 
corresponding subtraction facts. (See Book I., page 6.) He 
should know the 12 facts of multiplication given on page 41 
of the Primer, and the partition facts and denominate num- 
ber facts given on the same page. 

FOURTH HALF-YEAR 

I. No new primary addition facts are introduced during 
this period, but great care must be taken that the pupil does 
not "lose his grip" upon the 2>Z already learned. 

II. Pupils who master the first 40 pages of the Primer 
during the third half-year, will easily complete the book 
during the fourth half-year. The number facts should be 
taught orally and the books put into the hands of the pupils 
from time to time for reviewing that which they have al- 
ready learned. 

III. In this period (or in any period) only so much 
should be attempted as can be well done. The pupil who 
masters half the work given in the Primer will be much bet- 
ter prepared for Book I. than the pupil who "goes through" 



362 GALESBURG PUBLIC SCHOOLS 

the entire book but does his work in an unsatisfactory man- 
ner. 

IV. The work should be done mainly without slate or 
paper. After the pupil can add 46 and 12 or 49 and 12 "men- 
tally," he may be allowed to use a pencil in doing it — not he- 
fore. 

V. At the close of the second school year, the minimum 
amount accomplished should include the following : 

(1) The first 33 primary facts of addition and the correspond- 

ing subtraction facts. 

(2) At least half of the 34 primary facts of multiplication (2 

times 2 to 6 times 6) given in the Primer. 

(3) The adding "mentally" of 2, 3, 4, 10, 11, and 12, to any 

number less than 100, and the subtracting "mentally" 
of any one of the above numbers from any number 
greater than itself and not greater than 100. 

(4) The dividing (partition) as indicated in the following: J4 

of 5 inches, of 7 inches, of 46, of 65; ^ of 6, of 9, of 12; 
Vi of 6, of 9, of 12; 34 of 12; ^ of 12, etc. 

(5) The imaging of squares, oblongs, and cubes; shown by the 

ability to answer simple questions concerning these 
when the objects themselves are not present to the 
senses. 

(6) The writing of numbers from 1 to 150. 

GRADE III. 

Observe that the work of this grade and of Grade IV., is 
an elaboration of \he primary spiral suggested in the follow- 
ing: 

6+2=8 6—2=4 6cX2=12c 6c-^2c=3 6c-^2=3c 

In Book I., this spiral appears five times on page 9, twice 
on page 10, five times on page 11, and more than one hun- 
dred fifty times in all. On page 23, common fractions are 
introduced into the spiral ; on page 70, decimals. The en- 
tire book is built on and around this spiral. 

First Month. — Werner Book I, pages 9 to 24. 
Second Month. — Werner Book I, pages 25 to 40. 
Third Month. — Werner Book I, pages 41 to 56. 



COURSE OF STUDY. 363 

Observe that on page 41 three new number facts are in- 
troduced. Others appear at the tops of pages 47, 48, and 51. 
After these are clearly perceived they should be perfectly 
memorized. 

Fourth Month. — Werner Book I, pages 57 to 72. 

Note the new number facts at the tops of pages 57, 61, 
67, and 71. While these are being taught, take care that 
those already learned are not forgotten. Teach carefully 
and thoroughly the meaning of problems 4 and 5 on page 64. 
Teach the writing of tenths decimally ; see page 70. 

Fifth Month. — Werner Book I, pages IZ to 88. 

Teach the number facts given at the tops of the pages. 
Do not neglect the review given on page 82. See that the 
pupil knows the meaning of problems 5 and 6 on page 84. 

Sixth Month. — Werner Book I, pages 89 to 104. 

Take care of the new number facts at the tops of the 
pages and of problems 5 and 6 on page 94. Review the 
problems at the bottom of page 90 as preparation for those 
at the bottom of page 100. 

Seventh Month. — Werner Book I, pages 105 to 120. 

For seat-work, require pupils to copy part of a page of 
the book, filling all the blanks ; or give problems similar to 
those found at the bottom of pages 104, 108, 114, 118, or like 
those on pages 110 and 120. 

Eighth Month. — Werner Book I, pages 121 to 136. 

See that the primary multiplication facts are perfectly 
memorized; both those in the month's work and all that the 
pupil is supposed to have learned before. 

Ninth Month. — Werner Book I. pages 137 to 153. 

At the close of the third school year, the minimum 
amount accomplished should include the following : 

(1) The 45 primary facts of addition and the 81 corresponding 
subtraction facts. See Book I., pages 6 and 82, and 
"Arithmetic: How to Teach It," page 22. 



364 GALESBURG PUBLIC SCHOOLS 

(2) The 64 primary facts of multiplication and the 128 corre- 

sponding facts of division. See Book L, page 152, and 
"Arithmetic: How to Teach it," pages 22 and 23. 

(3) All the denominate number facts that appear in Part IL of 

Book L 

(4) Adding, subtracting, multiplying, dividing, ("measure- 

ment") and dividing ("partition"); (1) with simple 
numbers, such as appear at the bottom of pages 124, 
128, 134, 138, 144; (2) with common fractions, such as 
appear at the tops of pages 126, 136, 146, and on pages 
147, 148, 149, and ISO; (3) with decimals (tenths) such 
as appear on pages 70, 80, 90, 100, 110, 120, 130, 140, and 
153. 

Note. — The teacher should insist from the first and until the last, 
upon accuracy in all figure manipulation. The pupil should solve 
every problem twice and, whenever practicable, in two ways, before 
submitting the answer to the teacher. To illustrate: If he is re- 
quired to multiply 26 by 4, he should prove his work by finding the 
sum of 4 26's, or he may multiply 26 by 3 and add 26 to the product. 
Read pages 18, 19, 20, and 21 of "Arithmetic : How to Teach It." 

GRADE IV. 

In Book I., compare pages 155 and 195; 156 and 196; 157 
and 197, etc. Observe that the primary spiral continues to 
be the basis of the w^ork and that one part of the book is 
usually a direct preparation for some other part of the book. 
If at any point pupils have serious difficulty, something has 
been omitted or passed over too lightly. Do not attempt to 
explain away the difficulty but find the cause of the w^eak- 
ness and allow the pupils to strengthen themselves by doing 
that which has been too hastily passed over. In many in- 
stances a review of some portions of Part II. will be neces- 
sary as preparation for certain pages of Part III. 

First Month. — Werner Book I, pages 155 to 166. 

For seat-work pupils may copy certain pages, filling the 
blanks, or they may re-solve the problems on pages 100, 110, 
120, 130, 140, and 153; or the teacher may provide problems 
similar to those found on page 153. Problems (a)^ (b), (c)^ 



COURSE OF STUDY. 365 

etc., at the bottom of pages 158, 159, 160, 161, 162, 163, 164, 
165, and 166 are for seat-work. 

Second Month. — Werner Book I, pages 167 to 178. 

All the letter problems are for seat-work. Observe that 
the problems to which numbers are prefixed are, in most in- 
stances, a direct preparation for other problems to which 
letters are prefixed. The numbered problems are for class 
work. 

Third Month. — Werner Book I, pages 179 to 190. 

Observe the foot-notes and the suggestions to teachers 
at the tops of the pages. Seat-work, as directed for second 
month. Pupils should be able to solve problems on page 184 
without errors. 

Fourth Month. — Werner Book I, pages 191 to 202. 

Note that page 155 is the preparation for page 195; page 
156 for 196, etc. If good work was done during the first 
month of this school year, the work of the fourth month will 
not be found too difficult. 

Fifth Month. — Werner Book I, pages 203 to 214. 

"Make haste slowly." Review if necessary. Two prob- 
lems are given in the work of this fnonth that are too difficult 
for pupils at this stage of their progress. See if pupils will 
discover them. 

Sixth Month. — Werner Book I, pages 215 to 226. 

While doing the regular work for this month, frequently 
review the work in decimals. 

Seventh Month. — Werner Book I, pages 227 to 238. 

Continue the review of decimals. 

Eighth Month. — Werner Book I, pages 239 to 250. 

Note that "long division" problems now appear for the 
first time, except the preparatory work on page 238. During 
this and the following month an unusual amount of atten- 
tion should be given to figure processes — work with the pen- 



366 GALESBURG PUBLIC SCHOOLS 

cil in the so-called fundamental operations of adding, sub- 
tracting, multiplying, and dividing, with simple integral 
numbers. 

Ninth Month. — Werner Book I, pages 251 to 256. 

First, have pupils read these pages in class; then read 
them at their seats. The main point is, not that these state- 
ments should be committed to memory, but that they should 
be understood. By use, the pupils have already become 
familiar with most of the terms employed and have learned 
most of the number facts given. Perhaps the pages may 
prove helpful to pupils in learning to express their own 
thoughts about the processes and relations of which arith- 
metic treats. 

During the month much attention should be given, if 
necessary, to the fundamental operations with figures — par- 
ticularly to "long division;" not very long either: about as 
long as the problems appearing at the bottom of page 250. 

At the close of the fourth school year, pupils should be 
able: 

(1) To read and write all integral numbers that can be repre- 

sented by four figures or less. 

(2) To add, subtract, multiply, and divide: 

(a) Integral numbers represented by four figures or less, no divisor 

or multiplier being employed consisting of more than two 
figures. 

(b) Common fractions, with no denominator larger than 20. 

(c) Decimals — tenths and hundredths only. 

(d) Denominate numbers similar to those found in Book I. 

(3) To use correctly, and understand when others use them, 

the following terms: Sum, minuend, subtrahend, dif- 
ference, multiplicand, multiplier, product, dividend, di- 
visor, quotient, fraction, numerator, denominator, im- 
proper fraction, proper fraction, area, perimeter, square, 
oblong, cube, triangle, pentagon, decimals, decimal 
point. 

(4) To solve easily and quickly problems like the following: 

^ of 3 are 3 are (or is) ^ of 

^ of 6 are 6 are (or is) ^ of 

Ys of 12 are 12 are (or is) Ys of 

2^ of $2.50 is (?) $2.50 is ^ of 

8 is what part of 12? etc., etc. 



COURSE OF STUDY. 367 

Do similar work with 1 third, 1 fourth, 3 fourths, 1 fifth, 2 fifths, 
3 fifths, and 4 fifths. See Book I., page 17, bottom of 
pages 30 and 72, top of pages 232, etc. 

GRADE V. 

First Month. — Werner Book II, pages 11 to 26. 

Read "Suggestions to Teachers," page 10. Read "The 
Foundation," page 5. Use Book I. in preparing for the work 
of Book II. whenever necessary. The main business of the 
teacher is to see that the pupil is prepared for a given page 
before he undertakes its mastery. 

Second Month. — Werner Book II, pages 27 to 42. 

If a page seems difficult, prepare for it by reviewing the 
20th and 10th pages preceding it. 

Third Month. — Werner Book II, pages 43 to 58. 

If the letter problems do not furnish a sufficient amount 
of seat-work, give additional problems from the "Supple- 
mentary Seat-Work" in the Teachers' Hand-Book to the 
Werner Arithmetics. 

Fourth Month. — Werner Book II, pages 59 to 74. 

Fifth Month. — Werner Book II, pages 75 to 90. 

Sixth Month. — Werner Book II, pages 91 to 106. 

Review as preparation for an advance lesson whenever 
this seems necessary. If page 103 seems difficult, review 
pages 83 and 93. Often ask pupils to tell the meaning in 
multiplication and division problems. 

Seventh Month. — Werner Book II, pages 107 to 122. 

If the percentage work gives trouble, review all the pre- 
ceding percentage pages, \i.any page gives trouble, review, 
revieiv, REVIEW\ 

Eighth Month. — Werner Book II, pages 123 to 138. 

Ninth Month. — Werner Book II, pages 139 to 149. 

At the close of the fifth school year, pupils should be 
able to do accurately work similar to that given in Part I. of 
Werner Book II., under seven heads, namely : — Simple 



368 GALESBURG PUBLIC SCHOOLS 

Numbers, Common Fractions, Decimal Fractions, Denomi- 
nate Numbers, Measurements, Ratio and Proportion, and 
Percentage. Pages 141 to 149 may be regarded as test 
pages. Pupils who can, without assistance, solve the prob- 
lems on these pages accurately, will thus prove themselves 
masters of this part of Book II. 

GRADE VI. 

First Month. — Werner Book II, pages 151 to 166. 

If more can be accomplished than what is here assigned, 
give additional problems from the "Supplementary Seat- 
Work" in the Teachers' Hand-Book to the Werner Arith- 
metics. 

Second Month. — Werner Book II, pages 167 to 182. 

Third Month. — Werner Book II, pages 183 to 198. 

Before attempting page 194, review pages 164, 174, and 
184. Note that pages 162, 163, 173, 183, give the preparation 
for 193, and 203. Take care that pupils know the meaning 
of problems on these pages before their solution is at- 
tempted. 

Fourth Month. — Werner Book II, pages 199 to 214. 

Fifth Month. — Werner Book II, pages 215 to 228. 

The specific-gravity problems will not be found dfficult, 
if pupils understand the meaning of the term. Read notes 
at bottom of page 214. 

Sixth Month. — Werner Book II, pages 229 to 242. 

The "inverting of the divisor" appears for the first time 
on page 232. If the teacher desires further discussion of 
this popular short cut in division of fractions, see Book III., 
page 101. 

Seventh Month. — Werner Book II, pages 243 to 256. 

Eighth Month. — Werner Book II, pages 257 to 270. 

Ninth Month. — Werner Book II, pages 271 to 288. 

First have pupils read these pages in class. If they ap- 
prehend the statements therein given, they will at length 



COURSE OF STUDY. 369 

comprehend them. Do not ask pupils to memorize what 
they do not apprehend^ or express zvhat they do not perceive. 
During the ninth month attention may be given to ac- 
curacy in the more common figure processes. Use the "Sup- 
plementary Seat-Work" in the Hand-Book if necessary. 

GRADE VII. 

First Month. — Werner Book III, pages 11 to 30. 

Pupils should read the first ten pages (11 to 20) in class, 
filling all the blanks. If necessary, supplement the second 
ten pages (21 to 30) with examples selected from pages 319 
and 320. 

Note. — In the later editions of Book III, 64 pages of "Supple- 
mentary Problems" are given. These are provided to give elasticity 
to the Course. The extent to which these shall be employed in prac- 
tice must depend upon the needs of the pupils and the judgment of 
the teacher. They may be omitted altogether and taken in the high 
school as a review of the work in arithmetic. The Author. 

Second Month. — Werner Book III, pages 31 to 50. 

Supplement the work, if necessary, with examples se- 
lected from pages 321, 322, 323, 324, 325, and 326. 

Third Month. — Werner Book III, pages 51 to 70. 

If more examples seem necessary, select from pages 327, 
328. 329, 330, and 331. 

Fourth Month. — Werner Book III, pages 71 to 90. 

For additional problems, if desired, see pages 332, 333, 
and 334. 

Fifth Month. — Werner Book III, pages 91 to 110. 

Other examples for practice and for tests may be found 
on pages 335, 336, and 337. 

Sixth Month. — Werner Book III, pages 111 to 124. 

Additional work may be selected from pages 338 and 339. 

Seventh Month. — Werner Book III, pages 125 to 138. 

Test pupils with examples found on pages 340, 341, and 
342. 



370 GALESBURG PUBLIC SCHOOLS 

Eighth Month. — Werner Book III, pages 139 to 150. 
For test problems, see pages 343, 344, 345, 346, and 347. 
Ninth Month. — Werner Book III, pages 151 to 161. 

Additional examples for practice and for tests may be 
found on pages 348 and 349. 

During the ninth month give special attention again to 
accuracy in the more common figure processes. Pages 319, 
321, 325, 335, 336, etc., provide the necessary problems for 
such a drill. Or, better, get actual business problems from 
the farms, the warehouses, the lumber yards, the cream- 
eries, the banks and the stores, in which the parents of some 
of the pupils are interested. Help the pupils to discover that 
inaccurate figuring is of no value whatever. 

GRADE VIII. 

First Month. — Werner Book III, pages 151 to 170. 

For tests and extra practice work for eighth year pupils, 
see "Supplementary Problems" found on pages 319 to 382 of 
Book III. Teachers should select from these pages such 
work as seems best adapted to the needs of classes or of in- 
dividual pupils. 

Second Month. — Werner Book III, pages 171 to 190. 

Third Month. — Werner Book III, pages 191 to 210. 

Fourth Month. — Werner Book III, pages 211 to 230. 

Fifth Month. — Werner Book III, pages 231 to 250. 

Sixth Month. — Werner Book III, pages 251 to 270. 

Sev'enth Month. — Werner Book III, pages 271 to 286. 

Eighth Month. — Werner Book III, pages 287 to 302. 

Ninth Month. — Werner Book III, pages 303 to 318. 

Note. — The remaining 64 pages of Book III may be mastered by 
the more ambitious pupils, during the eighth school year; or they may 
be in part or wholly omitted (except as they are used for tests) until 
the third high school year. The Author. 



COURSE OF STUDY. 371 

LANGUAGE. 

Remarks. — The object of language teaching is to give the 
child correct forms for the expressions he is constantly using 
and to lead him to express his thoughts in an easy and con- 
nected manner. 

Oral exercises should, as a rule, precede all written work. 
Careful instruction in composition should be given : 

First, by class exercises in which the compositions are 
composed by the children and written on the board by the 
teacher. 

Second, by a series of carefully prepared questions, the 
answers to which will form a connected story or descrip- 
tion. 

Third, by outlines which the children have helped to 
make. 

Originality and variety of expression are the tests of 
good teaching. To aid the teacher in securing these results 
by making the work for each grade definite is the object of 
this outline with its references. 

BOOKS OF REFERENCE. 

These books are furnished the teachers by the Board of 
Education. All references, if not otherwise indicated, are to 
Book I. of the series. 

(1) Two-Book Course in English — Hyde. D. C. Heath & Co. 

(2) Foundation Lessons in English. — Woodley. The Macmil- 

lan Co. 

(3) Metcalf's Elementary English. — Metcalf. American Book 

Co. 

(4) The Mother Tongue. — Arnold and Kittridge. Ginn & Co. 

(5) Language Lessons from Literature. — Cooley. Houghton, 

Mifflin & Co. 

(6) New Language Lessons. — Southworth. Benj. H. Sanborn 

& Co. 

(7) Language Through Nature, Literature and Art. — Perdue 

and Griswold. Rand McNally & Co. 



372 GALESBURG PUBLIC SCHOOLS 

FIRST YEAR 
ORAL. 

I. Freedom and Confidence. — To this end the work should 
consist of conversations about such familiar objects as will 
sufficiently interest the pupil to induce him to take an 
active part. At this time the pupil should be required to 
give his answers in complete sentences. 

II. Reproduction of Stories. — The teacher should furnish 
the pupil with new material for thought and conversation 
by means of stories, encouraging him to tell what has been 
presented. These stories should be both real and imaginary 
and such as will create a taste for good literature. The fol- 
lowing stories and fables will be found suitable, both for 
reading aloud and for reproduction : "The Three Bears," 
"Cinderella," "The Discontented Pine Tree," "The Story of 
Cedric," "The Dog and his Shadow," "The Wind and the 
Sun," "The Mouse and the Lion," "Story of Columbus," 
"Story of the Pilgrims," "Story of Washington," "Story of 
Lincoln." These stories with many others, can be found in 
Baldwin's "Fairy Tale and Fable," McMurray's "Classic 
Stories," Harrison's "Story Land," and Wiggin's "Story 
Hour." 

Poems suitable for memorizing in the primary grades 
can be found in "Lullaby Land," by Eugene Field; "A 
Child's Garden of Verses," by Robert Louis Stevenson, and 
"The Land of Song," a compilation of poems for children, 
published by Silver, Burdette & Co. 

WRITTEN. 

I. Pupil's Name. 

II. Accurate Copying of Script and Print. 

III. Dictation of Short Sentences. 

IV. Sentences Suggested by Pictures. 
References: Hyde, pp. 13, 16, 17. 

Woodley, pp. 21, 26. 

Metcalf, pp. 7, 8, 9. 

Mother Tongue, pp. 14, 15, 16, 17. 



COURSE OF STUDY. 373 

V. Capitals and Punctuation. — The first four topics in 
written language should teach the following uses of capitals 
and punctuation marks in telling and asking sentences: 

{ (1) The first word of every sentence. 

1 Capitals -l (2) Names of persons and places. 

( (3) The words I and O. 

2 Punctuation j (1) Period. 

(. (2) Question mark. 

References: Hyde, pp. 1, 2, 3. 

Woodley, pp. 16, 17. 

Metcalf, pp. 5, 6, 7, 8. 

Mother Tongue, pp. 6, 7, 8, 9, 10. 

SECOND YEAR 

I. Copying of Paragraphs and Stanzas. 

II. Reproduction of Stories. 

References: Second Reader, pp. 42, 46, 49, 51, 68, 70, 79, 105, 
150, 155. 
Hyde, pp. 9, 22, 45, 60, 66, 69, 75, 89, 191. 
Woodley, pp. 35, 42, 68, 70, 7Z. 
Mother Tongue, pp. 28, 57, 74, 79, 83. 
Southworth, pp. 17, 22, 56, 57, 66, 67, 70, 74. 

III. Description of Pictures. 

References: Hyde, pp. 6, 14, 24, 32, 42, 54, 65. 
Woodley, pp. 36, 56, 65. 

IV. Nature Study. 

References: Woodley, pp. 21, 25, 26, 46, 50. 

Southworth, pp. 17, 22, 56, 57, 66, 67, 70, 74. 

Note. — The written exercises in composition in this grade should 
consist largely of short compositions suited to the time and season ; 
description of the month, its weather, products, sports, common flow- 
ers, fruits and vegetables, and especially of the holidays. 

V. Combining Sentences. 

References: Woodley, pp. 37-40. 

Maxwell, pp. 43, 48, 53, 59, 76, 78. 



374 GALESBURG PUBLIC SCHOOLS 

VI. Capitals. — The use of capitals extended to the days 
of the week, the months of the year, and the hoUdays. 

References: Hyde, pp. 23, 25. 
Woodley, p. 51. 
Metcalf, pp. 19-20. 
Mother Tongue, pp. 19, 50, 57. 
Southworth, pp. 30, 140. 

Note. — The use of the Comma in a series of words having the 
same construction should here be taught. 

VII. Number and Form of Verbs. — Is and arc, was and 
were, has and have. Go, see, do. 

References: Hyde, pp. 44, 46, 48, 50, 53, 54. 
Woodley, pp. 74, 77, 126. 
Metcalf, pp. 15, 16, 21, 80, 83. 
Southworth, pp. 34, 52, 59, 70, 104, 107. 

VIII. Personal Pronouns. — Pronouns used as subjects of 

verbs. 

References: Hyde, p. 145. 

Southworth, p. 99. 

IX. Apostrophe. — The use of the apostrophe to denote 
omission of letters in a word. 

References: Hyde, pp. 61, 62, 63. 

Woodley, pp. 102, 187. 
Metcalf, p. 89. 

Mother Tongue, pp. 84, 85, 86. 
Southworth, pp. 19, 46, 75. 

X. Adjectives. — The articles a, an and the. 

References: Hyde, pp. 117, 118, 119. 
Mother Tongue, p. 217. 
Language Lessons from Literature, pp. 64-65. 

XI. Choice of Words. — Teach the pupils to avoid the use 
of learn for teach; can for may in asking questions; lay for 
lie, set for sit, and them for these. 

References: Woodley, p. 159. 

Southworth, pp. 127, 129, 132, 145. 

Language Lessons from Literature, pp. 34-35, 188. 



COURSE OF STUDY. 375 

XII. Homonyms. — These are found in the Reader of this 
grade. 

New, knew; blue, blew; no, know; our, hour; tail, tale; write, 
right; one, won; wood, would; cent, sent; great, grate; ate, 
eight; there, their; hole, whole; sun, son; here, hear; by, 
buy; rose, rows; dear, deer; steal, steel; meat, meet; piece, 
peace; to, two, too; see, sea; led, lead; road, rode; bow, 
bough. 

THIRD YEAR 

I. Composition. 

(1) Copying and Dictation: 

References: Hyde, pp. 28, 45, 58, 62, 69, 82, 196. 
Metcalf, pp. 45, 46. 
Mother Tongue, pp. 49, 90, 98, 112, 155, 135, 150, 187. 

(2) Reproduction: 

References: Third Reader, pp. 17, 40, 70, 77, 81, 85, 151, 163. 
Hyde, pp. 22, 45, 60, 85, 191, 193. 
Woodley, pp. 30, 61-64, 87-88. 
Metcalf, pp. 14, 22, 26, 44, 54, 68. 
Mother Tongue, pp. 31, 47, 57, 74, 161, 174. 
Southworth, pp. 36, 39, 44, 64, 106. 

(3) Invention: (A story suggested by a picture or outline.) 
References: Hyde, pp. 32, 94. 

Woodley, pp. 36, 103. 
Metcalf, pp. 13, 17, 21, 43, 47. 
Southworth, pp. 70, 76, 83. 

(4) Description: 
References: Hyde, pp. 32, 94, 155. 

Woodley, pp. 29, 46, 82, 89, 96. 
Metcalf, pp. 18, 32, 38, 39, 118. 
Mother Tongue, p. 30. 
Southworth, pp. 17, 25, 46, 61, 66. 

(5) Letter Writing: 
References: Hyde, pp. 37-42, 183. 

Woodley, pp. 57-60. 

Metcalf, pp. 92, 99, 106. 

Mother Tongue, pp. 62, 69, 111, 113, 132, 180. 

Southworth, pp. 40, 94, 110, 125, 155. 

Note. — One exercise in each of the above forms of composition is 
required every month from each pupil. 



376 GALESBURG PUBLIC SCHOOLS 

II. Combining Sentences. 
References: Woodley, pp. 37-40. 

III. Abbreviations. — Titles, initials and dates. 

References: Hyde, pp. 17, 26, 34, 35, 36. 
Woodley, pp. 130-132. 
Metcalf, pp. 9, 102, 103. 
Mother Tongue, pp. 18, 68, 72. 
Southworth, pp. 11, 14, IS, 33. 

IV. Forms of Verbs. — Use of the irregular verbs ring, 
sing, begin, bring, write, eat, tear, come, rim, hear, take. 

References: Hyde, pp. 124, 126, 123. 
Metcalf, p. 112. 

Southworth, pp. 140, 142, 146, 151. 
Language Lessons from Literature, pp. 46-47, 128, 
188, 189, 191. 

V. Personal Pronouns. 

References: Hyde, p. 145. 

Metcalf, pp. 80, 149. 
Southworth, p. 99. 

VI. Apostrophe. — The use of the apostrophe to denote 
possession without regard to number. 

References: Hyde, pp. 100-103. 

Woodley, pp. 153-155. 
Metcalf, pp. 74-75. 
Mother Tongue, pp. 123, 130, 275. 
Southworth, pp. 24, 26, 79, 91. 

VII. Adjectives. — Use of this and that and their plurals. 
Use of comparative and superlative forms. 

References: Hyde, pp. 116, 117. 
Metcalf, p. 66. 
Southworth, p. 152. 

VIII. Quotations. — The three forms of direct quotations 
are taught: 

References: Hyde, pp. 56, 57, 190. 

Woodley, pp. 70-73, 164-167. 
Metcalf, pp. 109, 111, 144. 
Mother Tongue, pp. 104, 138, 144, 201. 
Southworth, pp. 37, 68, 87. 



COURSE OF STUDY. 377 

IX. Homonyms. — These are found in the Reader of this 
grade. 

Made, maid; knows, nose; flower, flour; son, sun; see, sea; pair, 
pear; be, bee; ant, aunt; ate, eight; cents, sense; fair, fare; 
pail, pale; pane, pain; red, read, rode, road; not, knot; pray, 
prey; cent, sent, scent; four, fore; hare, hair; sail, sale. 

FOURTH YEAR 

I. Composition. 

(1) Dictation: 

References: Hyde, pp. 79, 82, 98, 121, 148, 157, 204. 

Language Lessons from Literature, pp. 7, 22, 32, 

46, 57, 64, 90, 100, 104. 

(2) Reproduction: 
References: Fourth Reader. 

Hyde, pp. 60, 75, 89, 109, 149, 191. 

Woodley, pp. 68, 73, 85, 168, 180. 

Metcalf, pp. 23, 26, 54, 68, 75, 83. 

Mother Tongue, pp. 79, 83, 88, 89, 91, 111. 

Southworth, pp. 6, 36, 60, 66, 153. 

Language Lessons from Literature, pp. 13-14, 

69-71, 106, 110, 115-118, 123-124, 155. 
Language through Nature, pp. 24, 47, 58, 75-76, 

120, 128-131, 153, 155-158. 

(3) Invention: (A story suggested by a picture or outline). 
References: Metcalf, pp. 24, 39, 43, 47, 57, 62, 70, 81. 

Mother Tongue, pp. 207, 208, 272. 

Southworth, pp. 9, 12, 17, 25, 49, 90. 

Language Lessons from Literature, pp. 12, 90, 98. 

(4) Description: 

References: Hyde, pp. 113, 116, 127, 152. 
Woodley, pp. 32, 37, 65, 88. 
Metcalf, pp. 35, 50, 64, 73, 78, 87, 105. 
Mother Tongue, pp. 30, 47, 61, 75, 93, 100, 103. 
Southworth, pp. 20, 23, 57, 61, 97, 144. 
Language Lessons from Literature, pp. 1-2, 26. 

36, 72-74, 107-108. 
Language through Nature, pp. 26, 30, 33, 37, 40, 41, 

46, 48, 51, 52, 57, 61, 62, 64, 66. 70, 72, 79, 80, 81, 

94, 97, 101, 102, 103. 



378 GALESBURG PUBLIC SCHOOLS 

(5) Letter Writing: 

References: Hyde, pp. 37-42, 69, 172, 183, 189, 200. 

Woodley, pp. 57-61, 79, 112, 132. 

Metcalf, pp. 92, 95, 96, 99, 100, 102, 106. 

Mother Tongue, pp. 58, 62-71, 75, 87, 90, 93. 

Southworth, pp. 94, 110, 116, 126, 136. 

Language Lessons from Literature, pp. 38-42, 45- 
46, 65-66. 

II. The Comma. — Use of the comma in (a) case of ad- 
dress, (b) apposition, (c) quotation, (d) yes and no, and 
(e) a series of words. 

References: Hyde, pp. 59, 68, 198, 57, 195. 

Woodley, pp. 159-160, 37-40, 70-73, 124, 164-167. 
Mother Tongue, pp. 134, 135, 104-109, 111, 138, 141, 

201, 147. 
Southworth, pp. 49, 37, 38, 87, 81-82. 

III. Relative Pronoun. — The distinctive uses of who, 
zvhich and that. 

References: Hyde, pp. 76, 77, 174. Book Two, pp. 66-78. 
Southworth, p. 153. 

IV. Interrogative Pronouns. — The use of who in asking 
questions. 

References: Hyde, Book Two, pp. 78-81. 
Southworth, pp. 166-167. 

V. Verbs. — (a) Correct use of the verbs sit and set, lie 
and lay, rise and raise, (b) Correct forms of the verbs draw, 
know, blow, throw, groiv, buy, think, run, climb. 

References: Hyde, Book Two, pp. 153-154, 125-127. 
Woodley, Book Two, pp. 40, 41, 42. 
Southworth, pp. 127, 129, 130, 132, 133, 135, 110, 

111, 139, 140, 142, 143, 146. 
Language through Nature, pp, 128, 163, 189, 192, 

193-194. 

VI. The Sentence. — Every statement is made up of two 
parts. Separate these two parts by a short vertical Hne. In- 
dicate the simple subject by a short horizontal line drawn un- 
der it, the simple predicate by two lines. The sentences 



COURSE OF STUDY. 379 

should not be complex nor have their elements transposed. By 
slight changes suitable sentences can be obtained from the 
Reader. 

References: Hyde, p. 12. 

Woodley, pp. 16, 45, 173. 

Mother Tongue, pp. 186, 189, 198. 

Southworth, pp. 157, 158, 159. 

Language Lessons from Literature, pp. 3-7, 136. 

VII, Choice of Words. — The correct use of think, guess 
and expect; stop and stay; love and like. Avoid the use of 
have got and has got to denote possession : don't for doesn't; 
had ought for ought. Avoid the use of ain't. 

References: Hyde, pp. 155, 156. 
Woodley, p. 179. 
Metcalf, pp. 121, 163. 
Southworth, pp. 46, 47. 
Language Lessons from Literature, pp. 66-67. 

VIII. Homonyms. — ^These are found in the Reader of 
this grade. 

Some, sum; night, knight; I, eye; sight, site; red, read; bear, 
bare; rays, raise; sail, sale; fur, fir; course, coarse; bee, be; 
stair, stare; vane, vain; in, inn; rains, reins; bad, bade; the, 
thee; their, there; threw, through. 

FIFTH YEAR 

Remarks. — Use, for the first, grammatical terms, and give 
the pupils a clear and concise definition of each after the 
point to be defined is comprehended by the class. Pupils 
should be able, by the close of the year, to recognize the 
diflferent parts of speech in sentences of simple construc- 
tion. 

I. Composition. 
(1) Reproduction: 
References: Hyde, pp. 3, 9, 30, 48, 51, 66, 91, 98, 120, 128. 

Woodley, pp. 35, 50, 73, 85, 120. 

Metcalf, pp. 67, 71, 72, 72, 82, 104, 113, 159. 

Mother Tongue, pp. 100, 108, 156, 168, 171, 230. 



380 GALESBURG PUBLIC SCHOOLS 

Southworth, pp. 32, 119, 122, 124, 130, 134, 141, 151. 
Language Lessons from Literature, pp. 49-54, 

69-71, 92-96. 
Language through Nature, pp. 88-89, 162, 170, 171- 

173, 180, 187, 190-191, 201-203, 207, 215, 222, 232. 

(2) Invention: (A story suggested by a picture or outline.) 
References: Hyde, pp. 43, 81, 95, 104, 136, 155. 

Metcalf, pp. 10, 17, 21, 32, 36, 38, 42. 
Mother Tongue, pp. 272, 281, 308. 
Southworth, pp. 54, 109, 154. 

Language Lessons from Literature, pp. 131, 139, 
164, 172, 178. 

(3) Description: Use of outlines. Comparison. Pictures in 

poems. 
References: Hyde, pp. 133, 175, 181, 187, 197, 205, 206. 

Woodley, pp. 36, 65, 89, 105, 110. 

Metcalf, pp. 29, 37, 41, 43, 47, 49, 50. 

Mother Tongue, pp. 47, 61, 89, 146, 216, 238, 290. 

Southworth, pp. 67, 72, 98, 103, 107, 113, 102, 106, 
116. 

Language Lessons from Literature, pp. 2-4, 
8-12, 18-21, 28-31, 57-58, 101-103, 137-138, 142-143, 
145, 156-157. 

Language through Nature, pp. 104, 110, 111, 115, 
132, 133-134, 139, 140, 141, 142, 148, 149, 152, 159, 
160, 161, 162, 176, 177, 179, 188, 197, 199, 200, 203, 
207, 209, 210, 212, 213, 214, 217-220, 230, 20, 38, 51, 
58, 92, 105-106, 117, 145-147, 167-169, 183-186, 194- 
195, 227-229. 

(4) Letter Writing: 

References: Hyde, pp. 37-41, 178, 183, 189, 190. 
Woodley, pp. 57-61, 79, 112. 
Metcalf, pp. 92-100, 106, 117, 120, 130. 
Mother Tongue, pp. 244, 251-254. 
Southworth, pp. 40, 41, 94, 125, 144. 
Language Lessons from Literature, pp. 96, 179- 

180. 
Language through Nature, pp. 18, 19. 

II. Plural of Nouns. 

Words ending in s, z, sh, ch, and x. 
Words ending in f, or fe. 
Words ending in y. 



COURSE OF STUDY. 381 

References: Hyde, pp. 87-89. Book Two, pp. 32-40. 
Woodley, pp. 144, 145. 
Metcalf, pp. 61, 63. 
Mother Tongue, pp. 266-271. 
Southworth, pp. 63, 86, 71, 72. 

III. Properties of Verbs. 

Principal Parts: Present, past, past participle. 
Form: Regular and irregular. 
Use: Transitive and intransitive. 
Mode: Indicative. 
Tense: Present, past and future. 

References: Hyde, pp. 123-124, Book Two, pp. 123-127, 103-107, 
109, 118-121. 

Metcalf, pp. 112-113, 132, 145, 159, 164, 173. 

Mother Tongue, pp. 282, 283, 287, 306. 

Southworth, pp. Ill, 140, 142, 143, 146, 151, 152, 
178, 182-183. 

IV. The Comma. — Use of the comma in inquiries, com- 
mands, series of words and phrases, and after yes and no. 

References: Hyde, pp. 195-201, Book Two, pp. 315, 316. 
Woodley, pp. 40, 121, 160. 
Metcalf, p. 131. 

Mother Tongue, pp. 134, 147, 237. 
Southworth, pp. 81-82. 

V. The Sentience. — Every statement is made up of two 
parts. Separate these two parts by a short vertical line. In- 
dicate the simple subject by a short horizontal line drawn 
under it, the simple predicate by two lines. Adjective and 
adverbial modifiers should here be introduced. By slight 
changes, sentences suitable for analyzing can be obtained 
from the Reader, 

References: Hyde, pp. 185-186, 176, 177, Book Two, pp. 3-8. 
Metcalf, pp. 186-190. 
Mother Tongue, pp. 180, 193, 289. 
Southworth, pp. 157-160. 

VI. Cases of Nouns and Pronouns. — The nominative case 
should include the subject of finite verbs and apposition; 



382 GALESBURG PUBLIC SCHOOLS 

the possessive should exclude apposition; the objective 
should closely follow the governing word. 

Note. — The subject and predicate of a sentence should always be 
pointed out by the pupil before he is asked to tell the parts of speech, 
case, or modifier. 

References: Hyde, Book Two, pp. 45-51, 181-187. 

Mother Tongue, pp. 187, 188, 289, 123-130. 

VII. Use of Auxiliary Verbs. — Use of shall and will, 
should and would. 

References: Hyde, Book Two, p. 131. 

SIXTH YEAR 

I. Composition. 

(1) Letter-writing: Two business letters written each month. 

(2) Reproduction: Two reproductions each month. 

II. Grammatical Construction. 

Note. — A text-book is used this year by the pupils, and the follow- 
ing topics are taken from it : 

(1) The simple sentence and its classification as to use. 

(2) Subject modified by an adjective, a possessive noun, a 
noun in apposition, and a phrase. 

(3) Predicate modified by an adverb, a phrase and an object. 

(4) Predicate noun and an adjective. 

(5) Nouns: — common and proper. 

(6) Pronouns: — personal, relative and interrogative. 

(7) Adjectives: — qualifying and limiting. 

(8) Verbs: — transitive and intransitive. 

(9) Adverbs: — simple and conjunctive. 

(10) Conjunctions: — co-ordinate and subordinate. 

(11) Modification of nouns and pronouns, of verbs, of adject- 
ives, and adverbs. 

(12) Four of the common rules for forming the plural of nouns. 

(13) The rule for forming the possessive case. 

(14) Declension of personal, relative, and interrogative pro- 
nouns. 

(15) Comparison of adjectives and the use of the comparative 
and superlative degrees. 

(16) Conjugation of verbs in the different voices, modes and 
tenses, paying particular attention to how each is formed. 

Note. — No definition is considered to be understood until the pupil 
can give a sentence of his own construction to illustrate it. 



COURSE OF STUDY. 



383 



SEVENTH YEAR 

I. Composition. 

(1) Letter Writing. 

(2) Reproduction. 

Note. — An exercise is required in each of these forms of compo- 
sition, twice a month. 



II. Syntax and Analysis. 
eludes the rule for: 



-Under Syntax the work in- 



(1 

(2 

(3 

(4 

(5 

(6 

(7 

(8 

(9 
(10 
Note, 



Subject of a verb. 
Agreement of verbs. 
Adjectives and participles. 
Possessive case. 
Noun in apposition. 
Objective case. 
Complement of a verb. 
Adverbs. 
Pronouns. 
Absolute case. 
—No rule is considered learned until the pupil applies it to 



sentences of his own construction. 



Under Analysis the work embraces. 

(1) 
(2) 



Classification of sentences as to their form. 
Analysis of the simple sentence with five rules for its 
punctuation. 

(3) Analysis of the complex sentence with its different kinds 

of clauses, and with four rules for its punctuation. 

(4) Analysis of the compound sentence, with two rules for its 

punctuation. 

Note. — The pupil should be able to write readily any kind of a 
sentence. 

EIGHTH YEAR 

I. Composition. 

(1) Letter Writing. 

(2) Reproduction. 

Note. — An exercise is required in each of these forms of com- 
position, twice a month. 



384 GALESBURG PUBLIC SCHOOLS 

II. Noun. — All cases of the noun. 

III. Pronoun. — Definition and declension of all pronouns. 

IV. Verb. 

(1) Forms. 

(2) Uses. 

(3) Conjugation of the various forms. 

(4) Syntax. 

V. Sentences. 

(1) Forms. 

(2) Uses. 

(3) Construction and analysis of each. 

Note. — No definition or rule is considered learned until the pu- 
pil can state it in his own language and apply it to sentences of his 
own construction. 

GEOGRAPHY. 

Note. — The following divisions were made by experienced teach- 
ers who have actually done the work. They are intended only to be 
suggestive to teachers, and possibly helpful to pupils who, for any rea- 
son, are absent for a part of the year. 

fourth year 

Morton's elementary geography. 

First Month. — pp. 7-20. 
1. Shape of the earth. 

2 Day and night. 

3. Continents and oceans. 

4. Latitude and longitude. 

5. Surface of the earth. 

6. Clouds, winds and waters. 

Second Month. — pp. 20-38. 

1. How the land has changed its form. 

2. The ocean. 

3 Climate, zones and seasons. 

4 Plants and animals. 

5. Means of communication. 



" id' ■— 




COURSE OF STUDY. 385 

Third Month.— pp. 38-46. 
North America. 

Fourth Month. — pp. 46-59. 

1. United States as a whole. 

2. New England States. 

3. States of the Atlantic Slope. 

Fifth Month. — pp. 59-69. 

1 States of the Mississippi Valley. 

2 The Plateau States. 

3. States of the Pacific Slope. 

Sixth Month. — pp. 69-86. 

1. Detached Possessions of the United States. 

2 Other Countries of North America. 

3. South America. 

Seventh Month. — pp. 86-104. 
Europe. 

Eighth Month. — pp. 104-114. 
Asia. 

Ninth Month. — pp. 114-126. 

1. Africa. 

2. Australia. 

3. Islands of the Pacific. 

Note 1. — The aim of this year's work is to give the pupils only gen- 
eral ideas of the subject. 

Note 2.— The pupils should know the divisions of land and water, 
their general shape, and their relative position. To this end map 
sketching should be almost a daily exercise. 

Note 3. — A pupil should be able to make a memory sketch of any 
continent in three to five minutes, and nothing should appear in the 
sketch which the pupil cannot, at least, name. 

Note 4. — A book, such as a geographical reader furnished by the 
Board of Education, is to be read in class by the pupils, or to them, 
while they are studying each continent. 



386 GALESBURG PUBLIC SCHOOLS 

fifth year 
Morton's advanced geography. 

First Month. — pp. 5-14. 

1. Form and size of the earth. 

2. Motions of the earth and their effects. 

3. Latitude and Longitude. 

4. Surface of the earth and its natural divisions. 

Second Month. — pp. 14-31. 

1. Zones and seasons. 

2. Ocean currents. 

3. Changes in the earth's surface. 

4. Life — vegetable and animal. 

Third Month. — pp. 31-43. 

1. Races and occupations. 

2. Development of cities. 

3. Governments and religions. 

Fourth Month. — pp. 43-59. 

1 North America. 

2 United States as a whole. 

Fifth Month. — pp. 59-71. 

1. The New England States. 

2. States of the Atlantic Slope. 

Si.xth Month. — pp. 71-79. 

1. States of the Mississippi Valley — Northern Section. 

2. Special Geography of Illinois. 

Sev'enth Month. — pp. 79-88. 

1. States of the Mississippi Valley — Southern Section. 

2. The Plateau States. 

Eighth Month. — pp. 88-95. 

1. States of the Pacific Slope. 

2. Detached Possessions of the United States. 



COURSE OF STUDY. 387 

Ninth Month. — pp. 95-100. 

1. Dominion of Canada. 

2. Danish America. 

Note 1. — Pupils should be able to make rapidly memory sketches 
of any section studied, and nothing should appear in these sketches 
which the pupils cannot name. 

Note 2. — Special attention should be given to the physical as well 
as to the descriptive and political geography. As far as possible some 
important fact should be associated with each place located. 

Note 3. — A geographical reader, furnished by the Board of Edu- 
cation, is to be read in class while each country is being studied. 

sixth year 
Morton's advanced geography — completed. 

First Month. — pp. 100-105. 
Mexico, Central America, West Indies. 
Second Month. — pp. 106-115. 
South America. 
Third Month. — pp. 116-122. 
Europe as a whole. 
Fourth Month. — pp. 123-135. 
Separate Countries of Europe. 
Fifth Month. — pp. 138-149. 
Asia. 

Sixth Month. — pp. 150-157. 
Africa. 

Seventh Month. — pp. 158-164. 
Australia and Islands of the Pacific. 
Eighth Month. — pp. 5-43. 
Geographical facts and principles. 
Ninth Month. — pp. 45-95. 
North America and United States. 

Note. — Pupils should not dispose of their geographies at the end 
of this grade, for the subject will be thoroughly reviewed the last half 



388 GALESBURG PUBLIC SCHOOLS 

of the eighth year, and the books will then be needed. In addition to 
this, a large geography is equal in importance to the dictionary as a 
book of reference, and one should be in every home; Morton's Ad- 
vanced Geography is especially w^ell adapted for this use as there is in 
the back part of the book a complete set of reference maps. 

HISTORY. 

Note. — The following divisions were made by experienced teach- 
ers who have actually done the work. They are intended only to be 
suggestive to teachers, and possibly helpful to pupils who, for any 
reason, are absent for a part of the year. 

seventh year 
Montgomery's American history. 

First Month. — pp. 1-24. 
Discovery of America. 

Second Month. — pp. 25-50. 
Explorations. 

Third Month. — pp. 51-67. 
Virginia. 

Fourth Month. — pp. 77-96. 
Massachusetts. 

Fifth Month. — pp. 67-76, 96-108. 

New York, New Jersey, New Hampshire, Connecticut, 
and Maryland. 

Sixth Month. — pp. 108-126. 

Rhode Island, Delaware, North and South Carolina, 
Pennsylvania, and Georgia. 

Seventh Month. — pp. 127-151. 

French and Indian War. 

General state of the country in 1763. 

Eighth Month. — pp. 152-180. 

Revolutionary War — To the Treaty with France. 



COURSE OF STUDY. 389 

Ninth Month. — pp. 180-195. 

From the Treaty with France to Washington's Adminis- 
tration. 

eighth year . 

Montgomery's American history — completed. 

First Month. — pp. 195-224. 
Organization of the Government. 
Foreign Relations. 
War of 1812. 

Second Month. — pp. 225-252. 
Monroe Doctrine. 
Extension of Slavery. 
Tariff and Nullification. 

Third Month. — pp. 253-276. 
Emigration. 
Inventions. 
Mexican War. 
Slavery Disputes. 

Fourth Month. — pp. 277-302. 
Causes of the Civil War. 
Civil War — to the close of 1861. 
Fifth Month. — pp. 303-334. 
The Civil War— from 1861. 
Sixth Month. — pp. 335-356. 
Period of Reconstruction. 
Sex-enth Month. — pp. 356-382. 
Industrial and Social Development. 
Eighth Month. — pp. 383-402. 
Spanish-American War. 
Expansion. 

Ninth Month. 
Review. 



390 GALESBURG PUBLIC SCHOOLS 

SPELLING. 

In grades First, Second, Third, Fourth, and Fifth, a 
printed "List of Words" is furnished each pupil by the 
Board of Education. The words contained in each list are 
those that have frequently been used and misspelled by the 
pupils of that grade in their written work. 

In the Sixth, Seventh, and Eighth grades the Progressive 
Speller — Part II., is used: (1) Section 1 of the book in the 
Sixth Grade, (2) Section 2 in the Seventh Grade, and (3) 
Section 3 in the Eighth Grade. 

PENMANSHIP. 

Copybooks are used in all the grades above the first and 
a lesson in writing is given each day in those grades. 

PHYSIOLOGY. 

Physiology is taught in each grade the time required by 
the state law — usually during the winter term. 

MUSIC. 
[Prepared by Miss Jessie Glaze Strong.] 

In carrying out the methods in this outline, the teacher 
must constantly bear in mind that the basis of all music 
study in the public school is singing. 

Require erect position and distinct articulation. 

Seek intelligent artistic expression. 

Always pitch songs and exercises with pitch pipe or in- 
strument. 

Do not allow flatting. If the pupils flat they are singing 
too loudly or it may be due to one or more individuals. 
Find such persons and have them use light tones. 

In singing two part songs it is important that the chil- 
dren keep the alto in a soft and agreeable voice, since the 
forcing of the chest tones up into the head register, as is 
often the case, not only produces a hardness of tone, but 
does real injury to the voice. 



COURSE OF STUDY. 391 

Let all advance work be done individually. See that the 
other pupils study exercise or song in hand w^hile the indi- 
vidual work is being done. This is very important. Do 
individual work at least half the time. 

Let children mark rhythm with forefinger in easy and 
natural movement. 

Regular teacher will please not leave room, look over or 
mark papers while supervisor is giving lesson, but attend 
strictly to lesson. 

FIRST YEAR 

Primer of Vocal Music in hands of teacher. 

Lesson Period — Fifteen minutes daily. 

The child's first formal instruction should be in the sing- 
ing of rote songs. He should sing many songs until he is 
familiar with melody and until time has a definite meaning 
to him. While singing, the children should mark the ac- 
cented beat of each measure. 

In connection with the singing of the simpler songs, the 
children are taught to recognize the key tone or "do" of the 
key in which the song is written. 

Separate the songs into phrases, which usually corres- 
pond to the lines of the poem. 

Teach syllable verse to the majority of songs. 

SECOND YEAR 

Primer of Vocal Music in hands of pupils. 

Lesson Period — Twenty minutes daily. 

Songs of first year reviewed and fully established in 
mind of child. 

The children now begin to observe the notation of music. 
Their first study is based upon familiar songs. 

As an introduction to this important step of training the 
eye the children may follow the notes of the printed song 
with their forefinger as they sing, marking the rhythm at 
the same time. 



392 GALESBURG PUBLIC SCHOOLS 

Sight Reading to be developed. 

Use of evenly divided beat. 

Two and three part singing through cannon and round. 

THIRD YEAR 

Book One— Pages 7 to 90. 

Lesson Period — Twenty minutes daily. 

Rote songs reviewed and continued. 

The study of the staff including sight reading. 

Development of evenly divided beat. 

Use of unevenly divided beat. 

Use of chromatics through song. 

FOURTH YEAR 

Book One — Reviewed and completed. 

Lesson Period — Twenty minutes daily. 

The children should review last year's work, taking such 
songs and exercises as illustrate the problems in each day's 
lesson. 

Development of unevenly divided beat. 

Development of sharp four. 

Intermediate tones introduced. 

Chromatics used in song. 

Beginning of two part work. 

FIFTH YEAR 

Book Two— Pages 1 to 100. 
Lesson Period — Twenty minutes daily. 
Study carefully all problems worked out in the first, sec- 
ond, third and fourth years. This is absolutely essential. 
Development of larger tonal and rhythmical problems. 
Development of flat seven. 
Development of three part music. 
Classification of voices. 



COURSE OF STUDY. 393 

SIXTH YEAR 

Book Two — Reviewed and completed. 
Lesson Period — Twenty minutes daily. 
One or more songs and several studies reviewed in each 
of the nine keys. 

Develop minor scale. 
Afterbeat note understood. 
A great number of songs learned. 
Greater variety of rhythm. 

SEVENTH YEAR 

Alternate Third Book — Pages 7 to 84. 

Lesson Period — Twenty minutes daily. 

Minor scales related to major. 

The pupils should sing the familiar songs of the book. 

The musical problems as found in the book, should be 
studied and mastered as mere musical problems. The 
knowledge thus gained should be applied to songs later on. 

EIGHTH YEAR 

Alternate Book Three. Complete book. 

Lesson Period — Twenty minutes daily. 

In this grade the child should devote himself mostly to 
the study of song. The proportion of song singing and of 
the study of musical elements will easily adjust itself. 

Definite understanding of minor relations. 

Use of all major and minor keys. 

Bass Clef used. 

"If our art is not to sink to the level of trade, commerce 
and fashion, the training for it must be complete, thorough, 
intelligent and really artistic." 

DRAWING. 

[Prepared by Miss Ida Glenn.] 

Lesson Periods — First two grades from fifteen to thirty 
minute lesson daily ; third, fourth, fifth and sixth grades — 



394 GALESBURG PUBLIC SCHOOLS 

three thirty minute lessons each week ; seventh and eighth 
grades — two forty-five minute lessons each week. 

FIRST YEAR 

Materials — Colored crayon, charcoal, water color. 

Nature Work — Grasses, flowers, fruits, animals, landscapes. 

Illustrative Work — Stories, nursery rhymes, personal ex- 
periences. 

Industrial Work — Paper folding and weaving, rug weaving, 
spool knitting, paper construction work. 

Picture Study — "Feeding her Birds," Millet; ''Song of the 
Lark," Breton; "Madonna of the Chair," and "Sistine Ma- 
donna," Raphael ; "Holy Family," Murillo ; Animal Pictures 
by Landseer and Bonheur. 

SECOND YEAR 

Materials — Water color, charcoal. 

Nature Work — Fruits, flowers, animals, landscapes. 

Illustrative Work — Stories, children's poems, games, street 
scenes, the holidays. 

Dccoratiz'e Work — Borders, all over design, — applied to 
book covers, boxes, wall paper for doll houses, etc. 

Industrial Work — Paper construction, raffia and tilo mat- 
ting mats, rug weaving. 

Picture Study — "Primary School in Brittany," Geoffroy ; 
"Return of Mayflower," and "Pilgrim's Exile," Boughton ; 
"The Arrival of the Shepherds," LeRolle; "Dance of the 
Nymphs," Corot ; "Aurora," Guido Reni. 

THIRD YEAR 

Materials — Water color, pencil, (Applied Arts Drawing 
Book — Third Year). 

Nature Work — Flowers, fruit, animals, landscapes, special 
study of trees and birds. 

Illustrative Work — Children at work and play, street scenes. 

Type Forms — Sphere, cube, cylinder, hemisphere, square 
prism, right tri-prism. 



COURSE OF STUDY. 395 

Decorative Work — Coloring text sheets, designing borders 
and squares on squared paper. 

Industrial Work — Mats of raffia, burlap or tilo matting 
decorated with original designs either worked or stained. 

Picture Study — "^I'adonna of the Arbor," Dagnan-Bow- 
veret ; "Christ in the Temple with the Doctors," Hofman ; 
"Angel Heads," Reynolds ; "Shepherdess Knitting," and ''Plant- 
ing Potatoes," Millet. 

FOURTH YEAR 

Materials — Water color, pencil, (Applied Arts Drawing 
Book — Fourth Year) . 

Nature Work — Flowers, fruits, vegetables, animals, land- 
scapes, attitudes and actions of human figure. 

Original} Illustration — Street scenes — express wagon, milk 
wagon, fire engine. 

Type Forms — Equi. tri. prism, square pyramid, cone, ovoid, 
ellipsoid. 

Decorative Work — Coloring text sheets, designing on 
squared paper, designing from plant forms. 

Industrial Work — Stenciling original design on pillow or 
scarf. Raffia basket, simple pottery. (Special study of Indian 
basketry and pottery.) 

Picture Study — "Shoeing the Bay Mare," and "My Dog," 
Landseer; "Landing of the Pilgrims," Rothermet; "Plough- 
ing," Bonheur; "Repose in Egypt," Van Dyck ; "Divine Shep- 
herd," Murillo; "Washington," Stuart; "The Gleaners," and 
"The Angelus," Millet. 

FIFTH YEAR 

Materials — Water color, pencil, (Applied Arts Drawing 
Book— Fifth Year). 

Nature Work — Accepted line and pencil painting of plant 
growth, landscapes, children's poses, animals from life, special 
study of grasses. 

Perspective — Views of a circle. 



396 GALESBURG PUBLIC SCHOOLS 

Type Forms — Geometric solids, plane figures and views. 

Still Life — Groups of objects based on type forms. 

Design — Filling definite shapes with design. Decorative 
printing. 

Industrial Work — Making folios or book covers, stencil- 
ing. 

Picture Study — Greek architecture. Study of the works of 
Da Vinci, Angelo, Raphael. 

SIXTH YEAR 

Materials — Water color, pencil, (Applied Arts Drawing 
Book — Sixth Year). 

Nature Work — Pencil and brush work in plant growth. 
Special study of beautiful weeds. Pose work. 

Type Forms — Geometric solids, plane figures and views. 

Perspective — Square prism from different positions. Draw- 
ing of furniture. 

Still Life — Groups of objects in pencil work. Special atten- 
tion to handles, spouts, etc. 

Design — Original book cover designs. Spaces filled with 
designs using plant motif. Vase designs. (Special study of 
American pottery.) 

Industrial Work — Pottery, stenciling, paper construction — 
lanterns and lamp shades. 

Picture Study — St. Mark's Cathedral. Study of works 
of Titian, Veronese. 

SEVENTH YEAR 

Materials — Water color, pencil, charcoal. (Applied Arts 
Drawing Book — Seventh Year.) 

Nature Work — Landscapes in pencil and color, decorative 
composition following careful study of growth of plant, pose 
work. Special study of insect coloring. 

Working Drawing — Geometric problems, surface develop- 
ment of solids. 

Perspective — Line of horizon vanishing point. 



COURSE OF STUDY. 397 

Still Life — Groups of objects in pencil and charcoal. 

Design — Original designs from insect motifs. 

Industrial Work — See Manual Training and Domestic 
Science. 

Picture Study — Gothic architecture. Study of the land- 
scapes of Turner, Gainsborough and Constable. 

EIGHTH YEAR 

Materials — Water color, pencil, colored crayon, (Applied 
Arts Drawing Book — Eighth Year). 

Nature Work — Special study of decorative composition in 
connection with study of plant growth, landscapes in pencil 
and color, pose work. 

Working Drawings — Furniture. 

Perspective — Interiors and exteriors of buildings, furni- 
ture. 

Still Life — Groups of objects in colored crayons and pencil. 

Design — Original designs for book-plates, monograms 
Fancy lettering. 

Industrial Work — See Manual Training and Domestic 
Science. 

Picture Study — American architecture. American artists, 
Whistler, Sargent, Alexander, Abbey. 

PHYSICAL TRAINING. 
[Prepared by Miss Soflena E. Mathis.] 
GENERAL DIRECTIONS 

To attain the best results in physical exercises the fol- 
lowing rules should be observed : 

1. Devote minutes every day to Physical Exercise. 

2. Ventilate the room before exercising. 

3. The teacher may select the most appropriate time. 
If it is thought necessary to exercise in the morning and 
afternoon sessions, the time devoted to the physical training 
may be divided accordingly. 



398 GALESBURG PUBLIC SCHOOLS 

4. Arrange the class in such a manner that the smaller 
pupils will be in front and the larger in the rear, so that the 
teacher can overlook the class more easily. 

5. Impress upon the pupils, especially the girls in the 
higher grades, the benefit of wearing loose garments. 

6. Arm and leg exercises ought to be practiced eight or 
more times, while trunk and head exercises are not to be 
practiced more than eight times in succession. Teachers 
should be careful that no part of the body is overtaxed. 

7. Breathing exercises ought to be practiced every day, 
but for these as well as for all physical exercises, pure air is 
absolutely necessary. 

8. Every teacher ought to memorize the exercises be- 
fore conducting them, otherwise time is wasted and the les- 
son becomes tiresome to the pupils. 

9. All new exercises should be shown by the teacher, but 
after the pupils fully comprehend an exercise it is not neces- 
sary to illustrate further, occasional corrections excepted. 
The pupils will then begin at the command of the teacher. 
Begin every lesson with a few preparatory movements, even 
when none are indicated, increase the exercise in strength 
and close the lesson with slower movements and breathing 
exercises. 

10. Every teacher should interest herself in the outdoor 
activities of her children, and seek to foster in her pupils 
a wholesome interest in such forms as will make for mental 
relaxation and fine physical tone. She will find that with 
thought and study she can suggest many games and activ- 
ities to her classes which will prove interesting and profit- 
able, and at the same time thereby indirectly increase her 
hold upon the affections of her children. 

Nothing can take the place of the rollicking, romping 
games which are played out of doors. Active games of the 



COURSE OF STUDY. 399 

sort ordinarily played by school children are perfectly safe 
and healthy for boys and girls when not carried to extremes 
in duration and intensity. A moderate amount of fatigue is 
not unwholesome, but, in general, the game or exercise 
should stop short of severe fatigue. 

POSITION 

The erect position in the seat and fundamental position 
in the aisle are the first starting positions, as from these all 
exercising begins. 

All positions of arms, legs, etc., are starting positions. 

From the fundamental position we raise or swing the 
arms, we bend or turn the trunk or head, etc. 

Special care should be given to the erect position in sit- 
ting and standing, especially in the first four grades. Neg- 
lect of this often results in the curvature of the spinal 
column and unduly prominent shoulder and hip. 

Stooping forward when reading, writing or drawing, in- 
clining the head or trunk to one side when reciting, habit- 
ually supporting the main weight of the upper body upon 
one and the same leg as well as carrying the school books 
in a one-sided fashion — these in the main are the causes en- 
gendering contortion of the spinal column. In conclusion, I 
quote from Dr. F. A. Schmede's valuable work, "Our 
Body :" 

"A good carriage is a prerequisite to the proper health- 
ful development of certain parts of the body, notably the 
chest. The correction of a faulty carriage becomes impera- 
tive, therefore, not only upon the ground of developing a 
physically beautiful form, but because it serves to check and 
prevent the attendant evils of a morbid predisposition and 
consequently the decay of vital organs." 

ERECT POSITION IN SEAT 

The sitting position must be erect, the hands on the desk 
and apart at shoulders' width, thumbs beneath the edge of 



400 GALESBURG PUBLIC SCHOOLS 

the desk, head up and chin drawn in, shoulders back, with- 
out touching the back of the seat, feet on the floor, heels 
together. 

RESTING POSITION 

Any convenient position in which the muscles are re- 
laxed may be called a resting position, and after the pupils 
have practiced a number of exercises the teacher may give 
the command to rest, but this command ought not to be 
given too often, as in the brief time devoted to physical 
training in our schools the children's strength will hardly 
be overtaxed if arm, trunk and leg exercises are sufficiently 
varied ; however, it may be necessary to rest when the 
teacher explains or shows a new exercise. At the command, 
in place, rest! move into the following position: Clasp 
hands backward and place right (left) foot backward. Care 
should be taken that the position of the feet is changed fre- 
quently, thus avoiding the habit of resting too much on one 
leg. for this may become the cause of a deformed spinal 
column. 

CLOSING AND BREATHING EXERCISES 

At the end of each lesson close with a breathing exercise. 
Practice these only by conimaiul and a few times, but exe- 
cute very slowly. 

Breathing exercises have a tendency toward quieting the 
system ; therefore it is advisable to conclude every lesson in 
physical training with same. 

Where arm exercises are indicated with breathing exer- 
cises, practice such very slowly and gracefully, inhale and 
exhale through the nostrils. 

GENERAL SYNOPSIS OF PHYSICAL TRAINING IN THE GRADES 
FIRST AND SECOND 

Positions; simplest marching; running and skipping; 
imitation exercises ; nature games ; rhythmic games. 



COURSE OF STUDY. 401 

THIRD AND FOURTH 

Gymnastics; preparatory body movements; marching; 
running; odd fancy steps; postural work and breathing; 
desk exercises ; games ; dumb bells introduced. 

FIFTH AND SIXTH 

Gymnastics ; lesson, plan same as for third and fourth 
grades ; increase exercise combination of movements de- 
manding finer discrimination; facing drills; marching; run- 
ning; addition of commands while running; games of a 
higher type of combination. 

Poise-steps ; introduction of wands and combination of 
movements with dumb bells. 

SEVENTH AND EIGHTH 

Sitting-up exercises used in United States Army : 

First Exercise — /. Ann, 2. Exercise, j. Head, 4. Up, 5. 
Down, 6. Raise. 

At the command exercise, raise the arms laterally until 
horizontal, palms upward. Head : Raise the arms in a cir- 
cular direction over the head, tips of fingers touching top of 
the head, backs of fingers in contact their full length, 
thumbs pointing to the rear, elbows pressed back. Up : Ex- 
tend the arms upward their full length, palms touching. 
Down : Force the arms obliquely back and gradually let 
them fall by the sides. Raise the arms laterally as pre- 
scribed for the second command. Continue by repeating 
head, up, down, raise. 

Second Exercise — /. Arms vertical, palms to the front, 2. 
Raise, j. Down, 4. Up. 

At the command raise, raise the arms laterally from the 
sides, extended to their full length, till the hands meet above 
the head, palms to the front, fingers pointing upward, 
thumbs locked, right thumb in front, shoulders pressed back. 



402 GALESBURG PUBLIC SCHOOLS 

Down: Bend over till the hands, if possible, touch the 
ground, keeping the arms and knees straight. Up : 
Straighten the body and swing the extended arms (thumbs 
locked) to the vertical position. Continue by repeating 
down, up. 

Third Exercise — i. Arm, 2. Exercise, 5. Front, 4. Rear. 

At the command exercise, raise the arms laterally until 
horizontal, palms upward. Front: Swing the extended 
arms horizontally to the front, palms touching: Rear: 
Swing the extended arms well to the rear, inclining them 
slightly downward, raising the body upon the toes. Con- 
tinue by repeating front, rear, till the men, if possible, are 
able to touch the backs of the hands behind the back. 

Fourth Exercise — /. Leg, 2. Exercise, 5. Up. 

At the command exercise, place the palms of the hands 
on the hips, fingers to the front, thumbs to the rear, elbows 
pressed back. Up : Raise the left leg to the front, bending 
and elevating the knee as much as possible, leg from knee 
to instep vertical, toe depressed. Up : Replace the left foot 
and raise the right leg as prescribed for the left. Execute 
slowly at first, then gradually increase to the cadence of 
double time. Continue by repeating up when the right and 
left legs are alternately in position. 

Fifth Exercise — /. Leg, 2. Exercise, j. Left (right), 4. For- 
ward, 5. Rear, or, 5. Ground. 

At the command exercise, place the hands on the hips, as 
in Fourth Exercise. Forward : Move the left leg to the 
front, knee straight, so as to advance the foot about fifteen 
inches, toe turned out, sole nearly horizontal, body balanced 
on right foot. Rear: Move the leg to the rear, knee straight, 
toe on a line with the right heel, sole nearly horizontal. 
Continue by repeating forward, rear. 

When the recruit has learned to balance himself, the 
command forward is followed by Ground : Throw the 



COURSE OF STUDY. 403 

weight of the body forward by rising on the ball of the 
right foot, advance and plant the left, left heel thirty inches 
from the right, and advance the right leg quickly to the 
position of forward. Continue by repeating ground when 
the right and left legs are alternately in the position of for- 
ward. 

Sixth Exercise — /. Lung, 2. Exercise, j. Inhale, /f. Exhale. 

At the command exercise, place the hands on the hips as 
in Fourth Exercise. Inhale : Inflate the lungs to full capac- 
ity by short, successive inhalations through the nose. Ex- 
hale : Empty the lungs by a continuous exhalation through 
the mouth. Continue by repeating inhale, exhale. 

Gymnastics; increased physical and mental values 
through tactics executed without music, at command ; train- 
ing for dexterity and alertness. This age of children de- 
mands the addition of antagonistic and competitive work 
which requires special adaptation of running, vaulting and 
jumping exercises. Games involve increased endurance and 
skill. Introduction of Indian clubs and advanced work in 
dumb bells and wands. 

Artistic gymnastics; poise-steps. 



404 



GALESBURG PUBLIC SCHOOLS 



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406 GALESBURG PUBLIC SCHOOLS 

SEWING. 

[Prepared by Bertha O. Ahlenius.] 
SEVENTH GRADE 

Stitches — Basting-, running, hemming, backstitch, overhand, 
combination, overcast. 

Applied Stitches — Handkerchief case, spool bag, sewing 
apron, pin cushion, emery bag, book cover. 

The above are suggested articles in which stitches taught, 
may be used. The articles to be made should be varied from 
year to year to keep up the interest of the pupils. 

EIGHTH GRADE 

Models for Seams — French seams, felled seams, facing, 
plackets, button holes, darning, patching, mitered corner, dam- 
ask hem, sewing on lace. 

Applied Seams — Dutch collar, fancy apron, clothes pin bag, 
sleeve protectors, caps, hemming napkins and tea towels. 

Any simple article in which the seams taught are used, may 
be made at option of teacher. 

SUPPLEMENTARY READERS. 

Note. — These books are furnished for supplementary reading 
by the Board of Education, and one hundred dollars a year is ap- 
propriated for this purpose. 

FIRST GRADE 

Aldine First Reader. Child Classic Primer. 

Aldine Primer. Classics, New and Old, First 

Art Literature Reader. Reader. 

Baker's Action Primer. Cyr's First Reader. 

Baldwin Primer. Cyr's Primer. 

Bass First Reader. Fairy Reader. 

Beebe's Picture Primer. Finch Primer. 

Beginner's Primer. Free Primer. 

Bender Primer. First Days in School. 

Brooks' Primer. First Year Song Reader. 

Brownie Primer. Folk-lore Primer. 

Carroll & Brooks' First Reader. Fox Indian Primer. 



COURSE OF STUDY. 



407 



Heath First Reader. 
Heath Primer. 
Horace Mann Primer. 
Howe First Reader. 
Jones' First Reader. 
Lights to Literature, Bk. L 
Mother Goose Primer. 
New Century First Reader. 
New Normal First Reader. 
Outdoor Primer. 
Progressive Road to Reading. 
Realistic First Reader. 
Rimes and Stories. 



Riverside Primer. 

Sight Reader. 

Silver, Burdette First Reader. 

Story Reader Primer. 

Sunbonnet Babies. 

Sunshine Primer. 

Taylor First Reader. 

Thought Reader. 

Three Kittens. 

Wide Awake First Reader. 

Wide Awake Primer. 

Work That is Play. 



SECOND GRADE 



Another Fairy Reader. 

Around the World, Bk. L 

Big People and Little People of 

Many Lands. 
Child Literature. 
Children's First Story Book. 
Circus Reader. 

Cyr's Advanced First Reader. 
Cyr's Art Reader. 
Fishing and Hunting. 
Heart of Oak, Bk. I. 



•In Mythland. 
Jones' Second Reader. 
New Century Second Reader. 
Pathways in Nature and Liter- 
ature. 
Progressive First Reader. 
Reynard the Fox. 
Second Fairy Reader. 
Story Reader. 
Verse and Prose for Beginners. 



THIRD GRADE 



Animal Life on the Globe. 
Around the World, Bk. IL 
Choice Literature, Bk. L 
Fairy Stories and Fables. 
Five Little Strangers. 
Fly-aways and Other 
Travelers. 



Seed 



Household Stories. 
In Field and Pasture. 
Lights to Literature, Bk. II. 
Little Folks of Many Lands. 
Lolami, the Little Clifif Dweller. 
Plant Life. 
Robinson Crusoe. 



FOURTH GRADE 



Among the Giants. 

Around the World, Bk. III. 

Bird World. 

Children's Classics in Dramatic 

Form. 
Friends and Helpers. 



Gerda in Sweden. 
Industries of To-day. 
Lights to Literature, Bk. III. 
Lobo, Rag and Vixen. 
Louisa Alcott Reader. 
Mary of Plymouth. 



408 



GALESBURG PUBLIC SCHOOLS 



Old Stories of the East. 
Stories of American Life and 

Adventure. 
Stories of Starland. 
Thirty More Famous Stories 

Retold. 



Ume San in Japan. 
Ways of Wood Folk. 
White Patch. 



FIFTH AND SIXTH GRADES 



A Little Journey to Italy. 

American Explorers. 

American Tropics. 

An American Book of Golden 
Deeds. 

At Home in the Forest. 

Bits of Bird Life. 

Carpenter's Asia. 

Choice Literature Bk. I. (Inter- 
mediate). 

Choice Literature, Bk. II. (Pri- 
mary). 

First Book of Birds. 

Four American Patriots. 

Four American Pioneers. 

Four Great Americans. 



Glimpses of Europe. 

Hans the Eskimo. 

Life in the Sea. 

Lights to Literature, Bk. IV. 

Old Ocean. 

Our Country East. 

Our Country West. 

Pioneers of the Revolution, 

Rab and His Friends. 

Sketches of the Orient. 

Stories of Great Artists. 

Story of Caesar. 

Story of Ulysses. 

True Tales of Birds and Beasts. 

Watcher in the Woods. 

Wide World. 



SEVENTH AND EIGHTH GRADES 



American Heroes and Heroism. 

Around the World in Sloop 
Spray. 

Builders of Our Country. 

Camps and Firesides of the 
Revolution. 

Civil War Stories. 

Discovery of the Old North- 
west. 

Four American Pioneers. 

Great Stone Face. 

Krag and Johnny Bear. 

Legend of Sleepy Hollow. 

Our Feathered Friends. 

Our Navy in Time of War. 



Pioneers of the Mississippi Val- 
ley. 

Romance of the Civil War. 

Side Lights on American His- 
tory. 

Snow Bound. 

Squirrels and Other Fur Bear- 
ers. 

Story of Our English Grand- 
fathers. 

Stories of the Great West. 

St. Nicholas Sea Stories. 

Ten Great Events in History. 

Vision of Sir Launfal. 

Western United States. 

Young Citizen. 



a- n 



2 > 



S. o 

- 3 




COURSE OF STUDY. 
TEACHERS' LIBRARY. 

Organized in 1894; supported entirely by the teachers. 



409 



LIST OF BOOKS IN LIBRARY 



Barnard's Journal of Educa- 
tion, 1856-66 

Illinois Teacher, 6 vol., 1857-69. 

Massachusetts Teacher, 1867... 

Year Book of Education, 1878. 

Lectures on Education — Mann. 

Saratoga Meeting of the N. E. 
A., 1892 

Kindergarten and Child Culture 
— Barnard 

Practical Lessons in Psycholo- 
gy — Krohn 

School Management — White.... 

Life and Work of Pestalozzl — 
Krusi 

General Method — McMurry 

Special Method — McMurry 

The Evolution of Dodd — Smith* 

Essentials of Method — DeGarmo 

Elements of Psychology — Hew- 
ett 

Pedagogics — Patrick 

Art of School Management — 
Baldwin 

Text Book in Psychology — Her- 
bart 

Practical Hints for Teachers — 
Howland 

Emile — Rousseau 

Education — Spencer 

History of Education — Painter. 

Principles of Education — Green- 
wood 

Education of Man — Froebel.... 

European Schools — Klemm 

The Child and Nature Study — 
Marenholtz 

Elements of Psychology — Hill.. 

Hints on Child Training — Trum- 
bull 

A Study of Child Nature — Har- 
rison 

Talks on Teaching — Parker. . . . 

Studies in Pedagogy — Morgan.. 

The Quincy Methods — Partridge 

Talks on Pedagogics — Parker.. 

Children's Rights — Wiggins 

•Lost 



1-16 

17-22 

23 

24 

25 

26 



28 
29 

30 
31 
32 
33 
34 

35 
36 



38 

39 
40 
41 
42 

43 

44 
45 

46 

47 



49 
50 
51 
52 
53 
54 



Art of School Management — 

Baldwin 55-57 

Practical Lessons in Psychology 

— Krohn 58-61 

Pedagogical Pebbles — Patrick.. 62-67 
Lectures to Kindergartners — 

Peabody 68 

Radstock's Habit and Education 

—Hall 69 

Early Training of Children — 

Malleso 70 

Levana and Autobiography — 

Richter 71 

Rosmini's Method in Education 

— Grey 72 

Waymarks for Teachers — S. L. 

Arnold 73 

Applied Psychology — McLellan. 74 
A Manual of Pedagogics — Put- 
nam 75 

Arctic Alaska and Siberia — Al- 

drich 76 

The Earth and Man — Guyot... 77 

Science and Art of Education — 

Payne 78 

Primary Manual Training — Cut- 
ler 79 

King's Method in Geography*. . 80 
Contribution to Science of Edu- 
cation — Payne 81 

Practical Work ih Geography — 

McCormick 82 

Child and Nature — Frye 83 

School Management — Tompkins 84 

Herbart and the Herbartians — 

DeGarmo 85 

Primer of Psychology — Ladd... 86 

Philosophy of Teaching 87 

Methods and Aids in Geography 

— King 88 

A Bird's-eye View of the World 89 

Geographical Spice 90 

Methods in Geography — King.. 91 

How to Study Geography — 

Parker 92 

Special Methods in Geography 

— McMurry 93 



410 



GALESBURG PUBLIC SCHOOLS 



Manual of Geography — Redway 94 
Tlie Geographical Reader and 

Primer 95 

Elementary Physical Geography 

— Tarr 96 

The Story of our Continent — 

Shaler 97 

Hegel's Educational Ideas — 

Bryant 98 

Psychology, Vol. 1. — James.... 99 
Psychology, Vol. 2. — James.... 100 
First Book in Geology — Shaler. 101 
Principles of Education— Mac- 
Vicar 102 

Outlines of Pedagogics — Rein.. 103 
Teaching the Language Arts — 

Hinsdale 104 

Studies in Education — Hinsdale 105 
School Interests and Duties — 

King 106 

Courses and Methods — Prince. . 107 
Life and Works of Comenius — 

Laurie 108 

Memoirs of Ascham and Arnold 

Carlisle 109 

Roderick Hume — Bardeen 110 

Pioneer History Stories — Mc- 

Murry Ill 

School Supervision — Payne 112 

Elements of Pedagogy — White. 113 
Psychology in Education — 

Roark 114 

The First Year in School — 

Beebe 115 

Special Methods in Science — 

McMurry 116 

Special Methods in Reading — 

McMurry 117 

Special Methods in Literature 

and History 118 

Compayre's History of Peda- 
gogy — Payne 119 

Teaching the Language Arts — 

Hinsdale 120 

School Management and Meth- 
ods — Baldwin 121 

Geographical Readers, Fifth 

Book— King* 122 

Kindergarten Principles — Wig- 
gins 123 

Educational Laws — Proebel.... 124 
Education in the U. S. — Boone. 125 
Education of the Greek People 

— Davidson 126 



The Psychology of Number — 

McLellan 127 

Normal Instruction of Children 

— Adler 128 

Practical Hints for Teachers — 

Howland 129 

Teaching as a Business — Bar- 
deen 130 

Hand Book of Sloyd — Salamon. 131 
Early Training of Children — 

Malleson 132 

A Hand Book of Simple Exper- 
iments — Stowell 133 

Walks and Talks — W. H. Smith 134 
In the Child World — Poulson . . 135 
Froebel's Occupations — Wiggins 136 

Froebel's Gifts — Wiggins 137 

Kindergarten Principles and 

Practice — Wiggins 138 

Aristotle Greek Ideals — David- 
son 139 

Alcuin Christian Schools — West 140 

Abelard — Compayre 141 

Layola — Hughes 142 

The Arnolds — Fitch 143 

Lessons in Geography — Gillan. . 144 
Psychologic Foundations of Ed- 
ucation 145 

Child Stories from the Masters 

— Menefee 146 

The Educational Ideal — Munroe 147 
Lectures on Pedagogy — Com- 
payre 148 

Dorpfeld's Thought and Mem- 
ory—Hall 149 

Studies in Historical Methods — 

Barnes 150 

Day Dreams of a Schoolmaster 

— Thompson 151 

Horbartian Psychology Applied 

to Education — Adams 152 

Men and Manners of the Eight- 
eenth Century — Hale 153 

Europe in the Nineteenth Cen- 
tury — Judson 154 

Twenty Centuries of English 

History — Joy 155 

Walks and Talks in the Geo- 
logical Field — Wlnchell 156 

From Chaucer to Tennyson — 

Beers 157 

In Story Land — Harrison 158 

The Plan Book, Autumn — 

George 159 



•Lost. 



COURSE OF STUDY. 



411 



The Plan Book, Spring — George 160 

The Plan Book, Winter — George 161 

My Pedagogic Creed — Dewey*.. 162 
The Complete Poetical Works 

of Longfellow 163 

The Complete Poetical Works 

of Whlttler 164 

The Complete Poetical Works 

of Lowell 165 

Poetical Works of Alice and 

Phoebe Cary 166 

Wake Robin — John Burrows. . . 167 
A Bird Lover in the West — 

Olive Thorne Miller 168 

Bird Ways — Olive Thorne Mil- 
ler 169 

In Nesting Time — Olive Thorne 

Miller 170 

How to Teach Reading — Todd. 171 
Reading, How to Teach It — Ar- 
nold 172 

Nature Study in Elementary 

Schools — Wilson 173 

Nature Study in Elementary 

Schools, First Tear — Wilson. . 174 
Nature Study in Elementary 

Schools, Second Year — Wilson 175 

Lessons in Psychology — Gordy. 176 
Psychology and Psychic Culture 

— Halleck 177 

Elementary Psychology — Put- 
nam 178 

North America — Tarr and Mc- 

Murry 179 

Page's Theory and Practice*... 180 

Page's Theory and Practice.... 181 

Jesus as a Teacher — Hinsdale.. 182 

Fitch's Lectures on Teaching. . 183 

Meaning of Education — Butler. 184 
Gore's Hand-book to the Study 

of Geography 185 

How to Study and Teach His- 
tory — Hinsdale 186 

Hughes' Mistakes in Teaching. 187 

Bryant's Poems 188 

Citizen Bird — Wright and Coues 189 

Psychology — John Dewey 190 

Educational Reform — Eliot 191 

How to Enjoy Pictures — Emery 192 
Geographical Outlines and His- 
tory — Miner 193 

The Study of the Child— Taylor 194 
Methods of Teaching Geogra- 
phy — Crocher 195 

•Lost. 



How to Teach Reading — Clark. 196 
Foundation Studies in Litera- 
ture — Mooney 197 

Applied Geography — Keltie 198 

Suggestions on Teaching Geog- 
raphy — McCormick 199 

Special Method in Geography — 

McMurry 200 

Special Method in Science — 

McMurry 201 

How to Teach and Study Geog- 
raphy — Boyer and Wicks 202 

The Plan Book, Autumn 203 

The Plan Book, Winter 204 

The Plan Book, Spring 205 

History of Education — Seeley. . 206 
Education in the United States, 

Vol. 1. — Butler 207 

Education in the United States, 

Vol. 2. — Butler 208 

Art of School Management — 

Baldwin 209 

The School and Society — 

Dewey 210 

Studies in Education — Hinsdale 211 

Practical Essays — Bain 212 

Common Sense in Education — 

Barnett 213 

American Literature — Bates 214 

Elements of Pedogogy — White. 215 

Pedagogy — Hewett 216 

Commercial Geography — Adams 217 
Elements of Physical Geogra- 
phy — Davis 218 

International Geography — Mills 219 

Art of Study — Hinsdale 220 

Teaching Latin and Greek — 

Bennet and Bristol 221 

Teaching History and Civics — 

Bourne 222 

Teaching Chemistry and Phys- 
ics — Smith and Hale 223 

Methods of Teaching — Swett... 224 

Galesburg, 1901 — School Pupils. 225 
Manual Training, Exercise I. — 

Hewitt 226 

Manual Training, Exercises II. 

Hewitt 227 

Great American Educators — 

Winship 228 

Home and School Sewing — Pat- 
ton 229 

The Story of a Child — Loti 230 

Nature Study and Life — Hodge 231 



412 



GALESBURG PUBLIC SCHOOLS 



Method In History— Mace 232 

The Art of Teaching — White... 233 
Talks to Teachers on Psychol- 
ogy — James 234 

The Geological Story — Dana.... 235 
Comparative Geography — Rltter 236 
Dickens as an Educator — 

Hughes 237 

Chips from a Teacher's Work- 
shop — Klemm 238 

Elementary Lessons in Physical 

Geography — Geike 239 

Educational Reformers — Quick. 240 

Horace Mann — Hinsdale 241 

The Plan Book, Winter, Inter- 
mediate — George 242 

The Plan Book, Autumn, Inter- 
mediate — George 243 

The Plan Book, Spring, Inter- 
mediate — George 244 

The Teaching of History and 

Civics — Bourne 245 

Jean Mitchell's School — Wray. . 246 
A Broader Elementary Educa- 
tion — Gordy 247 

Education and the Larger Life 

— Henderson 248 

Education of the General Nerv- 
ous System — Halleck 249 

Education and the Higher Life 

— Spalding 250 

Educational Aims and Educa- 
tional Value — Hanus 251 

The Place of Industries in Ele- 
mentary Education — Dopp... 252 
A New School Management — 

Seeley 253 

Birds of the United States — 

Nuttall 254 

Citizenship and Duties of a Cit- 
izen — Sheldon 255 

Lessons in the Study of Habits 

— Sheldon 256 

How to Use Wood-Working 

Tools — Chaney 257 

Mind and Hand — Ham 258 

Riverside Art Series — Landseer. 259 

Riverside Art Series — Millet 260 

Psychology and Psychic Culture 

— Halleck 261-263 

History of Education — Painter.264-266 
Occupations for Little Fingers 

— Sage & Cooley 267 

An Ideal School — Search* 268 

•Lost. 



A Modern School — Hanus 269 

Educational Alms and Values — 

Hanus 270 

Method in Education — Roark. . 271 
The Play of Animals — Groos. . . 272 
New Light on Psychology — Hull 273 
Games, Seat Work and Sense 

Training — Holton 274 

Correlated Hand-Work — Try- 
born 275 

The School House — Moore 276 

Seat Work and Industrial Occu- 
pations — Gilman & Williams. 277 
Common School Decisions — 

Bateman 278 

Elementary Education — Keith.. 279 
Literature and Life in Schools 

— Colby 280 

Talks on the Study of Litera- 
ture — Bates 281 

Talks on Teaching Literature — 

Bates 282 

Words and Their Uses — White. 283 
Talks on Writing English — 

Bates 284 

Higher Study of English — Cook 285 

Froebel's Gifts — Wiggins 286 

Counsels Upon the Reading of 

Books — Van Dyke 287 

Literature in School — Scudder.. 288 
Psychology and Psychic Culture 

—Halleck 289-290 

Science Sketches — Jordan 291 

The World's Painters — ^Hoyt... 292 
Blackboard Sketching — Whit- 
ney 293 

For the Children's Hour — Bailey 

& Lewis 294 

The Theory of Teaching — Salis- 
bury 295 

Common Sense Didactics — Sabln 296 
Outlines of Roman History — 

Morey 297 

A Year Book for Primary 

Grades — Graves & Watkins. .. 298 
The International Geography — 

Hill 299 

Nature Study — Holtz 300 

Psychology and Pedagogy of 

Reading — Huey 301 

The American High School — 

Brown 302 

Studies and Observations in the 

School Room — Kratz 303 



COURSE OF STUDY. 



413 



Laggards In Our School — Ayers 304 
Character Building. Vol. I. — 

George 305 

Character Building, Vol. II. — 

George 306 

How to Study — McMurry 307 

Teaching Children to Study — 

Earhart 308 



Literature in Common Schools. 309 
Reading in the Public Schools — 

Brlggs & CofEman 310 

Halleck's Psychology 311 

Halleclc's Psychology 312 

Halleclc's Psychology 313 



TEXT BOOKS USED IN THE GRADES. 



The Taylor First Reader 

Progressive Second Reader 

Progressive Third Reader 

Progressive Fourth Reader 

Progressive Fifth Reader 

Williams' Choice Literature 

Swinton's New Language Lessons. 

Essential Studies in English Gram- 
mar and Composition, Book IL. 

The Arithmetic Primer 

Werner Arithmetic, Book I 

Werner Arithmetic, Book II 

Werner Arithmetic, Book III 

Morton's Elementary Geography.. 

Morton's Advanced Geography... 

U. S. History — Montgomery 

Modern Music Course 

Book I 

Book II 

Book III (Alternate) 

Applied Arts Drawing Books — One 
Book Course. Books Nos. 23 to 
28 

Economy System of Penmanship, 
Books 1 to 7 

Progressive Speller — Part II 

Physiology for Beginners (Cole- 
man) 

Lessons in Hygienic Physiology 
(Coleman) 



Adopted August, 1905... 
Adopted November, 1902 
Adopted November, 1902 
Adopted November, 1902 
Adopted November, 1902 
Adopted August, 1905... 
Adopted previous to 1880 



Adopted 
Adopted 
Adopted 
Adopted 
Adopted 
Adopted 
Adopted 
Adopted 
Adopted 



June, 1911 

December, 1901. 
December, 1901. 
December, 1901. 
December, 1901. 
December, 1901. 
December, 1901. 
August, 1895... 
August, 1905... 



Adopted June, 1910. 



Adopted June, 1911 

Adopted August, 1905... 

Adopted December, 1907. 

Adopted December, 1907. 



$.25 
.30 
.40 
.50 
.60 
.40 
.38 

.60 
.25 
.40 
.40 
.40 
.55 
1.00 
1.00 

.30 
.40 
.50 



.15 

.14 
.15 

.40 

.50 



414 



GALESBURG PUBLIC SCHOOLS 



HIGH SCHOOL COURSE OF STUDY. 



Scientific Course. 

Algebra (9) 
General History (9) 
Physiography (9)* 
Authors (5) 



Scientific Course. 

English Composi- 
tion (5) and 
American Litera- 
ture (4) 

Geometry (9) 

Zoology (4) 

Botany (5) 

Physiology (5) 

Physics (9) 

Authors (5) 

Reading (3) 

German (9) 



FIRST YEAR 

Latin (College) Course. 
Latin (9) 
Algebra (9) 
Biology (9)* 
Authors (5) 



SECOND YEAR 
Latin (College) Course. 
Latin (9) 
Geometry (9) 
Ancient World (9) 
Zoology (4) 
Botany (5) 
Physiology (5) 
Reading (3) 
Authors (5) 



Commercial Course. 
Eng. Composition 

(5) and Eng. 

Grammar (4)* 
Arithmetic (9) 
Biology (9)* 
Authors (5) 



Commercial Course. 

Bookkeeping (9) 

Business English (9) 

Commercial Geog- 
raphy (4'l 

Shorthand (9) and 
Typewriting (2) 

Reading (3) 

Authors (5) 

German (9) 



Scientific Course. 

Rhetoric (5) and 
English Litera- 
ture (4) 

Chemistry (9) 

Advanced Algebra 
(4) and Solid 
Geometry (5) 

English History (9) 

American History 
(9). 

Reading (3) 

Authors (5) 

Illinois History (5) 

German (9) 



THIRD YEAR 
Latin (College) Course. 

Latin (9) 

Modern History (9) 

English Composi- 
tion (5) and 
American Litera- 
ture (4) 

Physics (9) 

Reading (3) 
Authors (5) 

German (9) 



FOURTH YEAR 

Latin (College) Course. 



Commercial Course. 

Shorthand (9) and 
Typewriting (2) 
Commercial Law (5) 
Political Economy 

English History (9) 
American History 

Illinois History (5) 
Reading (3) 
Authors (5) 
German (9) 



Latin (9) 

German (9) 

Advanced Algebra 
(4) and Solid 
Geometry (5) 

Chemistry (9) 



Illinois History (5) 

Rhetoric (5) and 
English Litera- 
ture (4) 

Reading (3) 

Authors (5) 



HIGH SCHOOL COURSE OF STUDY. 415 

The figures at the right of the subjects indicate the number of 
credits allowed for each toward graduation. A credit means a 
month's work in a given subject, recited daily, and pursued to com- 
pletion. One hundred credits are required for graduation in the 
three year course and one hundred thirty five credits in the four 
year course. 

Manual Training may be taken with each year's work and at 
least four credits will be given for it. 

Mechanical Drawing may be taken with each year's work and 
at least two credits will be given for it. 

Printing is now offered in each year's work and at least three 
credits will be given for it. 

Domestic Science may be taken with the first, second and third 
year's work and at least three credits will be given for it. 

Regular work consists of 17 recitations a week for the first 
year, and of at least 18 recitations a week for the second, third and 
fourth years. Each pupil is expected to do regular work unless ex- 
cused therefrom for very good reasons. 

MANUAL TRAINING I. 
[Prepared by G. H. Bridge.] 

FIRST YEAR FIRST TERM 

PLANING 
Planing to dimension. Triangular prism. 

Square prism. Octagonal prism. 

SAWING 

Across and with the grain. Sawing and chiseling with the 

Sawing at an angle. grain. 

Sawing and chiseling across grain. Inlaid work. 

BORING 

Boring across and with grain. 

SECOND TERM 

JOINERY 

Halved together at right angle. Halved together at sixty degree 

angle. 
Blind mortise and tenon. Picture frame — panel door. 

Mortise and tenon through. Exercise for filling, staining and 

Double mortise and tenon draw- waxing. 

ing board. Small articles for Christmas pres- 

Miter joint — dovetail. ents. 

Miter box — drawer. 

THIRD TERM 
Finished articles for the home. 



416 



GALESBURG PUBLIC SCHOOLS 



MANUAL TRAINING II. 
FIRST TERM 



TURNING 

Care and use of lathe and tools. Stocking darner 
Centering, roughing and straight 

turning — cylinder. 
Step cylinder — mallet. 
Compound curves. 
Concaved and Convex. 



Potato masher. 
Chisel handle. 
Turning tool handle. 
Screw driver handle. 



Rosettes. 
Angle blocks. 
Goblet. 

Napkin ring. 

Collar. 
Washer. 

Hollow cylinder. 
Wrench. 



FACE PLATE 

Indian clubs. 

Gluing and built-up work. 

CHUCK WORK 

Jewel boxes. 

PATTERN MAKING 

Face plate. 
Pulley. 

Parts of machine (machine to be 
made in machine shop). 



II, 



MANUAL TRAINING III. 

[Prepared by Earle R. Bridge.] 

FIRST TERM 

12 weeks 

BENCH METAL WORK 

Processes of operations. 
Chipping — grinding of chisels. III. Filing to true surface. Fil- 
Chip to given dimensions in ing keyway. 

cast iron. IV. Draw filing. 

Testing of surfaces with V. Polishing, 

square. 

SECOND TERM 

12 weeks 



Processes of operations. 
I. Drawing out. 
Bending. 



Exercises. 
Drawing ^ in. round to ^ in. 
round gate hook. 



HIGH SCHOOL COURSE OF STUDY. 417 

II. Upsetting. Upsetting Yz in. round to H in- 
Heading and bolt making. round. 

J/2 in. bolt with square head. 
Yi in. bolt with hexagonal head. 
Qevis pin with round head. 

III. Forming. Staple drawn square points. 
Twisting. Eye band. 

Drawer pull. 
Box hook. 

IV. Forming. Rings. 
Scarfing. Ring and eye. 
Welding. Chain. 

Band weld. 
Lap weld. 
Corner weld. 
"T" weld. 
Ferrule weld. 

THIRD TERM 

12 weeks 

V. Tool making — Forging steel. Center punch. 
Tempering, Cold chisel. 

Cape chisel. 
Cross-pene hammer. 
Ball-pene hammer. 
Lathe tools. 

VI. General practice. Practical exercises in making of 

personal projects, such as and- 
irons, fireplace sets, etc. 
Group I is preceded by demonstrations of forge and discussion of 
tools used. 

MANUAL TRAINING IV. 

FIRST TERM 

13 weeks 

MACHINE SHOP PRACTICE 

Processes of operations. 
I. Lathe. 
I. Center work with drill and Setting tool, 

countersink. Facing ends. 

Driving on center with lathe Turning to dimensions, 

dog. Roughing and finishing cuts. 



418 GALESBURG PUBLIC SCHOOLS 

IL Taper work. IV. Chuck work. 

Use of taper attachment. Face work with power cross 

Use of compound rest. feed. 

III. Screw cutting. Boring. 

Ratio of gearing. Inside threads. 

Right and left hand threads. Inside taper. 

Form of tools. 

SECOND TERM 

13 weeks 
II. Drill press. 
I. Punch reference marks. IL Construction of drill press 

Location of hole center. parts on lathe. 

Speed of drill boring in differ- III. Construction of emery grin- 
ent metals. der parts on lathe. 

THIRD TERM 

12 weeks 
I. Construction of shop machines. II. Personal projects. 

DOMESTIC SCIENCE 
[Prepared by Mrs. Clara G. Rhodes.] 

COOKING 

Domestic Science was introduced into the High School, in 
January, 1903, through the influence of the Women's Clubs 
of the city. 

Then, as now the aim was tO' have the work thoroughly 
practical, and with that end in view the course has been planned. 

FIRST YEAR 

List of utensils, their care and order in the desk. 

Easiest and best method of cleaning dishes. 

Cleaning cupboards, arranging and care of supplies. 

Care of sinks and stoves. How to use a gas stove, a coal 
stove, and a fireless cooker. Economy in fuels. 

Care of dish cloths and towels. Sunlight as a disinfectant. 

Food principles ; their chemical elements, their digestion, 
and uses in the body. 



HIGH SCHOOL COURSE OF STUDY. 419 

Classification of foods. 

Selection and care of vegetables, and their preparation for 
the table. 

Making of soups, batters and doughs, simple desserts and 
salads. 

Laying and serving table. 

At the close of the first year pupils should be able to pre- 
pare and serve simple home menus. 

SECOND YEAR 

The second year in cooking is similar to the first, including 
the preparation of more complicated dishes. 

Preparing and serving a four-course luncheon, at a given 
cost, under the supervision of a third-year girl. 

Study of the local market price of common foods. 

THIRD YEAR 

Study of the Pure Food Law, adulterations, preservatives, 
etc. 

Canning and preserving. 

Pickles and relishes. 

A study of the different cuts of meat. Visit to the market. 

Preparation of the different kinds and cuts of meat for the 
table. 

Directing and planning the serving of a four-course lunch- 
eon at a given cost. 

SEWING. 

FIRST YEAR 



Lists of Individual Equipment. 
Lists of School Equipment. 
Taking measures. 
Drafting undergarments. 
Cutting by drafted pattern. 
Making undergarments. 



420 GALESBURG PUBLIC SCHOOLS 

Repetition of filled seams by hand. 
Gathering by hand. 

Use of machines and their attachments. 
Care of machines, 

SECOND YEAR 

Drafting and making shirt waists and fancy waists. 
Cutting and making plain house dresses, kimonos, etc. 
Study of how to use boughten patterns. 

THIRD YEAR 

Snow System of Drafting. 

Cleaning and pressing and making over dresses. 

Tailored skirt. 

Dresses and waists. 



TEXT-BOOKS USED IN THE GALESBURG HIGH SCHOOL. 

ENGLISH 

English Composition, Scott & Denny $ .80 

Composition-Literature (Rhetoric), Scott & Denny 1.00 

American Literature, Newcomer 1.00 

English Literature, Simonds 1.25 

English Classics, from 15 to 40c each. 

Literature Note-books 25 

Business English, Smith & Mayne 1.00 

READING AND PUBLIC SPEAKING 
Cumnock's Choice Readings 1.25 

LATIN 

First Latin Lessons, Smith & Laing 1.00 

Caesar, Kelsey 125 

Cicero, Kelsey , 1-25 

Virgil, Comstock 1.40 

Ovid, Gleason ' .75 

Prose Composition, In Latinum 50 

Grammar, Bennett 80 



HIGH SCHOOL COURSE OF STUDY. 421 

HISTORY 

General History (Revised), Myers 1.50 

Ancient World (West) 1.50 

Mediaeval and Modern, West 1.50 

English, Wrongs 1.40 

United States, McLaughlin 1.40 

Civil Government, James & Sanford 1.00 

MATHEMATICS 

Commercial Arithmetic, Moore 1.00 

Algebra, Slaught & Lennes 1.20 

Geometry, Sanders 1.25 

SCIENCE 

Physiology, Overton 80 

Botany, Coulter 1.50 

Zoology, Herrick 1.80 

Biology, Hunter 1.25 

Physiography, Salisbury 1.30 

Physics, Millikan & Gale 1.25 

Chemistry ( Briefer Course), Remsen 1.25 

Laboratory Manual — ( Physics ) , Coleman 60 

Remsen's Chemical Experiments 50 

GERMAN 

Elements of German, Becker & Rhodes 1.00 

German Classics, from 30 to 50c each. 

COMMERCIAL BRANCHES 

Business and Commercial Bookkeeping, Dewhirst 1.00 

Manual of Shorthand, Gregg , 1.50 

Reading, Exercises in Shorthand, Gregg 50 

Gregg's Speed Practice 1.00 

Typewriting Manual 1.00 

Commercial Law, Huffcutt 1.00 

Commercial Geography, Redway 1.25 

Political Economy, Laughlin 1.20 



422 GALESBURG PUBLIC SCHOOLS 

VALUE OF THE SUBJECTS TAUGHT IN HIGH SCHOOL. 

The aim of the following pages is to show the advantages 
to be gained by a study of the subjects in the High Schoo' 
course. These statements have been prepared by the heads 
of the departments and teachers of the subjects. 

ENGLISH 
Cora F. Stone, Head of the Department 

The English language is the tool which every American boy or 
girl must learn to handle easily and well if he is to be a success in the 
useful occupations of Hfe; for this reason much time and attention is 
given to the studies which will help him to use his mother tongue in 
an effective way. 

Twice a week each year in the course, is a recitation in English 
classics, and this, supplemented by English composition and rhetoric 
with the history of American and English literature, will give any 
thorough student a command of his native tongue which will facilitate 
any work he may have in hand, besides opening new worlds of thought 
and feeling which would otherwise have been a closed book to him. A 
recitation or piece of written work in any subject is a lesson in English 
and the teachers in every subject try, as far as they have time, to in- 
sist on the use of correct English. 

ENGLISH COMPOSITION 

English composition aims to increase the student's vocabulary, 
to make him more careful in ordinary conversation, and to enable him 
to express his thoughts in written composition, correctly, clearly, and 
with some degree of beauty. 

Correct punctuation, and capitalization and good English are in- 
sisted upon till these become a habit. 

In connection with EngHsh composition for the members of the 
Freshman class who seem to be particularly deficient in the knowledge 
of correct English, classes in English grammar are held twice a week. 

RHETORIC 

The study of rhetoric is a practical one for every student. In 
whatever line of work he may be interested after he leaves school, he 
will be expected to speak and write correctly, and much of his success 
as a business or professional man will depend on his ability in this 
respect. Rhetoric aims to teach a student to be correct in speaking 



HIGH SCHOOL COURSE OF STUDY. 423 

and writing, to say what he means briefly and easily, and to express 
himself in a way which cannot be misunderstood. 

AMERICAN LITERATURE 

The aim in our study of the history of American literature 
is to acquaint the pupil with the lives of our great writers and with 
their works. We bring out the relation between the work of the author 
and the history of his time so that the pupil may understand that 
history may be read through literature and that a man's writings 
depend largely upon conditions in the country. We read in the class 
room those parts of the writings of each great author which will be 
most apt to influence the student to choose good reading matter for 
himself when he leaves school. 

ENGLISH LITERATURE 

The object of this study is to introduce the pupil to the great men 
of English literature. An intimate acquaintance with them and their 
work is neither practical nor, perhaps, desirable at this stage of 
progress. 

Now-a-days, however, the young person who has not a general 
knowledge of the development of our language and literature, and a 
certain degree of familiarity with the greatest literary men, is badly 
handicapped. It is hoped that a large proportion of the pupils will be 
sufficiently interested to continue reading and studying either by them- 
selves or in college. 

ENGLISH CLASSICS 

The study of the English Classics begins with Irving, the father 
of American letters, the Sketch Book being such simple description 
and narrative that the beginner has no difficulty in understanding it. 
Merchant of Venice and As You Like It introduce the pupil to Shakes- 
peare and the beginning of character study. The Last of the Mohicans 
makes him acquainted with another American author, who is a great 
favorite with the boys at this stage of their development. Longfellow's 
narrative poems appeal to a different taste and give further knowl- 
edge. 

In the second year Silas Marner, Franklin's Autobiography, Julius 
Caesar, give more character study, Ivanhoe is a good introduction to 
the English romances which every child should read and Patriotic 
Speeches appeals to the feelings that help make a good citizen. 

Tennyson in the third year opens the mind to the beauty of the 
best modem English poetry. Carlyle shows the thought which was so 



424 GALESBURG PUBLIC SCHOOLS 

inspiring to the English students of the middle of the same century. 
Macbeth and Hamlet add to the knowledge of Shakespeare, and Emer- 
son's essays close the list with a store of good advice for a person 
going out into active life. 

Besides reading books named, the pupils make outlines and write 
essays with more or less supplementary reading. 

The fourth year, less importance is placed upon the outlines and 
more individual work is done. Each person reports upon several 
books obtained at the library and read at home. Much time is spent 
in recitation by the pupils telling, chapter by chapter, the story of the 
book which the class is studying. This is excellent practice for the 
pupils, causing them to think quickly and express their thoughts in 
the best English. It also gives them greater self-possession and re- 
liance. 

The most important result is the knowledge gained of English 
writers and their works, enabling them to select with judgment the 
reading which will make so large a part of the quiet pleasures of 
active life. 

READING AND PUBLIC SPEAKING 
Mabel C. Reigle, Head of the Department 

Previous to 1896 no special department was provided for rhetori- 
cal work, although this important part of the school training was not 
wholly neglected. Then as now, entertainments were given and the 
students were trained to take part in them by the various teachers in 
the High School. The graduates were trained in a similar manner 
and for this work a special teacher was sometimes employed. Then 
in 1895 a special teacher was employed to give half time during the 
school year to the middle and senior classes. The plan met with such 
favor and the demand for the work was so great that an instructor 
was employed in 1896 to give full time to the subject. Reading is 
offered in the second year of the course and public speaking and dra- 
matics in the third and fourth years. The course is a thorough one and 
follows the same lines as those of higher institutions. Free simple ex- 
pression of mind and body is sought for rather than elocutionary 
effect. 

In the preliminary contests for choosing a representatfve for con- 
tests with outside schools, all who desire to enter are allowed to com- 
pete, so that much interest is aroused in the work and the best results 
obtained. Much attention is given to debating, both in the regular 
rhetorical work and in other classes. At least three pubHc entertain- 
ments are given each year, at which good farces and plays are pre- 



HIGH SCHOOL COURSE OF STUDY. 425 

sented. These entertainments have become known for their artistic 
presentation, lacking the crudeness of the average amateur produc- 
tion. The students in this department in order to obtain their credits 
must appear before the assembly at least once during each year. 

LATIN. 
Minnie L. Smith, Head of the Department. 

In ansvvrer to the question, "Why should Latin be studied?" 
Prof. Lord of Dartmouth College said recently: "The fundamental 
reason for the study of Latin is not to open a literature, not to im- 
part information, not to develop culture as distinguished from 
power, not to furnish helps to an educated mind. The fundamental 
reason for its study is that it is a subject pre-eminently fitted to 
further the great end of all education: the development of the 
power of exact thinking. The man who can think exactly is the 
man of power." 

All industrial schools recognize this fact and advise that those 
who enter their ranks have some knowledge of Latin. 

Those who expect to teach should give some time to this study 
for through it they get a more thorough understanding of English 
grammar, and the study of words and their derivation is helpful in 
all English work. 

From the first the student must give his undivided attention to 
the subject with which he is working, keep many things in his mind 
at once, noticing each letter, and discriminate in the use of words as 
he translates. 

In this course one reads the most remarkable military history 
ever written, becomes acquainted with one of the world's greatest 
orators, becomes familiar with the daily life and customs of the 
Roman people. 

Ovid's stories always have a fascination for young people. The 
Aeneid is studied chiefly as a literary production. The beauty of 
its figures, the variety of expression, the mythology which it sug- 
gests and the purposes for which it was written, make the study 
of Virgil delightful. 

From this four years' course one receives not only knowledge 
and pleasure but quoting Prof. Lord again, "A mind that has been 
trained to observe, to compare and to judge, that is — to think ex- 
actly, is better fitted to do any work than one that has knowledge 
without that training. It is practically trained in the best way, is 
better fitted to earn its bread and butter, to tackle and solve the 
problems of daily life, and, in current phrase, to become efficient." 



426 GALESBURG PUBLIC SCHOOLS 

GERMAN. 

M. Bess Henry, Head of the Department 

The study of German has the general disciplinary value com- 
mon to all language study. 

Its first and greatest value is in the introduction of the learner 
to the life and literature of a great people. "It gives him as it were 
a new window on the world." In the course of his reading he 
sheds not a few prejudices and acquires no little wisdom. 

It is the aim of the German department, beside teaching the 
pupil how to acquire and use properly a good vocabulary for read- 
ing and conversational purposes to give him a taste of German lit- 
erature and to show him the important part the Germans played in 
the development of history. 

As a beginning book, a text is used which combines the in- 
ductive and grammar methods. Easy stories are taken up intro- 
ducing in the second year at least one of the classics and work in 
German literature and history. Prose composition is not neg- 
lected and as a special means of securing good pronunciation, Ger- 
man songs are occasionally sung in class. 

A side issue to the regular work, the German Club, provides 
opportunity for those interested. There the pupils read papers they 
have written, work up and present short plays, make talks and play 
German games, all of which tend to give them some idea of prac- 
tical everyday German in addition to a greater interest in class 
work. 

MATHEMATICS. 
T. W. Callahan, Head of the Department 

Every subject taught in the High School has its place in the 
curriculum because of definite ways in which it helps each pupil. 
Perhaps the greatest value derived from the study of mathematics 
lies in the training it gives to the pupils to think things out for 
themselves. 

ALGEBRA. 

A year and a half is given to the subject of algebra, the course 
being arranged for the first year and the first four months of the 
third year. It is the aim to make the work as practical as possible. 
The elementary processes are constantly applied in solving con- 
crete examples from different studies, notably physics, and they are 
thus made of real interest to the student. In this connection, he 
learns how the natural laws are worked out by mathematical 



HIGH SCHOOL COURSE OF STUDY. 427 

formulae. The relation that every straight line or curve bears to 
an equation is shown by means of the graph. The study of algebra 
cultivates the habit of clear thinking and trains the pupil to express 
himself accurately and exactly. It is one of the best studies to as- 
sist a pupil "to think straight." This habit once acquired will 
follow a pupil into all his lines of work. As algebra is the 
basis of all future studies in mathematics, especial emphasis is laid 
upon its study for all students who expect to pursue a scientific 
course in which mathematical computations are involved. 

GEOMETRY. 

Geometry is taught during the second year and the latter half 
of the third year of the course. Here too, the aim is to make the 
work practical. Its value is readily recognized in drawing, land 
measuring, pattern making and carpenter work. Definite propo- 
sitions are given which are to a great extent demonstrated. Then 
based upon these propositions, a large number of exercises are 
given to the pupils which they must work out for themselves. The 
solution of these exercises is what causes the pupil to think, to be 
exact in the use of his words, to be logical and able to reason to a 
definite conclusion. He is obliged to use his imagination and to see 
definite figures projected in space and in this way a development is 
brought about that is not secured by the study of any other sub- 
ject. 

HISTORY. 
Cora F. Stone, Head of the Department 

GENERAL HISTORY. 

General history is a course in universal history beginning with 
our earliest knowledge of human events and ending with the pres- 
ent time. The first four inonths of the course are devoted to 
ancient history, the remaining five months are given to mediaeval 
and modern history. If the student cannot give two years to the 
work as is suggested by the colleges, the one year course should be 
taken by all pupils. The study is valuable not only for the memory 
drill but also for the information conveyed. 

ANCIENT AND MODERN HISTORY. 

As many of the larger universities and colleges demand a two 
years' course in general history in their entrance requirements, the 
Galesburg High School has arranged a course giving one year to 
the study of ancient history and one to modern history. 



428 GALESBURG PUBLIC SCHOOLS 

In the first year, the beginnings of civilization in the Orient 
and its development in Greece and Rome, are studied. Particular 
attention is paid to the origin of the institutions which form the 
basis of modern nations. The daily life as shown in manners and 
customs receives considerable attention. 

Modern history, beginning with the period of Charlemagne, 
shows the gradual formation and growth of the great nations which 
occupy the stage of history to-day. A large proportion of time is 
spent in tracing the events of the 19th century which have brought 
about the present conditions in the world at large. 

The supplementary work done at the Library and in daily read- 
ing and in magazines ought to give a pupil who has taken the 
course an amount of knowledge which will be useful and a taste for 
historical events which will be lasting. 

The school has gathered a large collection of mounted pictures, 
which, with the stereopticon slides, add much to the knowledge 
gained and to the interest and pleasure in the subject. 

ENGLISH HISTORY. 

English history is the foundation of American history and es- 
sential to its complete understanding. In its study we trace the 
gradual development of the power of the people through their in- 
creased resistance to the tyranny of the kings. 

Through reading biographies we become interested in the per- 
sonalities of those who have influenced English history, while 
descriptions of historic castles, wonderful cathedrals and the lovely 
rural England of to-day, delight and charm us. 

UNITED STATES HISTORY. 

In the study of American history special attention is given to 
the constitutional development of our nation, its industrial growth 
and territorial expansion. 

Supplementary reading and the discussion of the work done by 
Congress while in session add to the interest of the subject. 

CIVICS. 

In this study the aim is to prepare the young people to do their 
civic duties well in later life. They must have some definite knowl- 
edge of their rights, and of the duties going with such rights. They 
must be familiar with some underlying principles, so that they may 
do clear and independent thinking on new questions. They must 
know the facts concerning the divisions of governmental powers, 
and the duties of officials, and they must appreciate the relation 



HIGH SCHOOL COURSE OF STUDY. 429 

that exists between our government and our every-day welfare. 
The desire is to awaken in their minds a lively personal interest in 
political affairs. 

Hence the work is made as practical as possible. The govern- 
ment of our city, county and state is studied carefully. Attention 
is given to the progress of other countries in matters of govern- 
ment. Above all a large place is given to class discussions of live 
questions, growing out of the text, or suggested by current history. 

ILLINOIS HISTORY. 

As in civics the main thing aimed at in the study of Illinois 
history is to aid in developing good and intelligent citizens. In 
the work of the pupils, therefore, an attempt is made to have them 
realize the greatness of our state; how great were its men of the 
past, their ability, their struggles, their devotion; and how great the 
resources of the state are, both the developed and the undeveloped. 

A second aim is to show what has hitherto been the relation of 
our history to the history of the nation, what its mission has been, 
and what its mission is still to be. In this connection a study is 
made of the part Galesburg and Knox County have taken in the 
development of the state and its institutions. And to the same end, 
a study of the live questions in the state is made, and their prob- 
able solution, thus watching the history now in the making. 

SCIENCE. 

A. C. Roberts, Head of the Department 

PHYSICS. 

The course of instruction in physics includes a study of the 
text-book for the purpose of getting a connected and compre- 
hensive view of the subject, demonstrations in the classroom to 
illustrate the facts and phenomena of the science and their prac- 
tical applications, and individual laboratory exercises to supplement 
the demonstrations and recitations in order to develop in the stu- 
dent scientific methods of observation and thinking. 

The subject of physics is taken during the third or fourth 
year, a knowledge of elementary algebra and plane geometry be- 
ing recommended as needful preparation for a good understanding 
of the subject. 

Three recitations and two double periods for laboratory work 
are devoted each week to physics. About forty experiments relat- 
ing to measurements, balanced forces, fluid pressure, heat, motion. 



430 GALESBURG PUBLIC .SCHOOLS 

energy, magnetism, electricity, sound and light, are required to be 
made by the pupil. These experiments are mainly quantitative in 
character, designed chiefly to verify the laws previously considered 
in the classroom. A careful record of each experiment, consisting 
of data, computations and answers to questions is kept in neat form 
in a special laboratory notebook. 

The school is well equipped with apparatus for classroom 
demonstration and laboratory experiments. Among the important 
pieces are balances, air pump, Wimhurst electrical machine, electric 
motor, with their numerous accessories. A Bausch and Lomb pro- 
jection lantern of recent pattern, fitted with reflectroscope, vertical 
and microscope attachments, affords a valuable adjunct to instruc- 
tion not only in the sciences but also in nearly every other branch 
of study. 

CHEMISTRY. 

The course in elementary chemistry is taken regularly the 
fourth year following the study of physics. Three periods of forty 
minutes each are given to recitation and two double periods are al- 
lowed for laboratory work each week. The course is intended to 
give the student a description of the common elements, their com- 
pounds, and their reactions sufficiently full and clear to enable him 
to form correct conceptions of the nature of the changes that are 
going on around him; to provide him with a thorough ground- 
work in the simpler laws and theories of modern chemistry, and lay 
a solid foundation for the continuation of the study in the higher 
institutions of learning. An attempt is made to illustrate many of 
the important details of industrial processes, both by descriptions 
accompanied by diagrams designed to bring out many of the im- 
portant features, and by short excursions to inspect neighboring 
plants. The student is thus better able to grasp the connection be- 
tween the industrial operations and the underlying chemical prin- 
ciples. 

Laboratory and text-book work go hand in hand, a close cor- 
relation being maintained between the two. About seventy simple 
experiments have been carefully selected to bring out the leading 
facts and generalizations of the science. Though most of the ex- 
periments are qualitative in character, a reasonable amount of sim- 
ple quantitative work involving the careful manipulation of simple 
apparatus is insisted upon to develop the power of observation and 
accuracy in the laboratory. 



HIGH SCHOOL COURSE OF STUDY. 431 

BIOLOGY. 
[Prepared by J. W. Adams, Teacher.] 

Biology deals with living things. One of its branches is bot- 
any, which treats of plants. The other is zoology, which treats of 
animals. Each of these sciences has many sub-divisions. Phys- 
iology is in reality a highly important branch of zoology. 

In the High School the advanced classes are given one term 
each of botany, zoology and physiology; while one whole year of 
the "Essentials of Biology" is offered to all first year students, to 
afford a broader foundation and give a better grasp of the more ad- 
vanced features of this study. Thus the way is prepared to help 
the student not only to do more satisfactory work, but to have a 
more comprehensive view of these subjects which deal with life. 
By this plan a pupil may elect two and one-half years of work in 
this department, and thus secure a liberal knowledge of the subject 
as well as to very fitly prepare him to enter a college course. 

In the teaching of physiology there are two general objects to 
be sought. The first is the proper care and operation of the body 
itself. The other is favorable surroundings for the body. The first 
is known as hygiene; the second, sanitation. Other aims must be 
subordinate to these. If physiology will help us to form correct 
habits in our various activities, and to secure wholesome surround- 
ings, then we need it. 

Botany and zoology, though dealing with different groups of 
living beings are yet so much alike in methods and aims that they 
may here be spoken of together. Both are most directly concerned 
with man's physical welfare. They are not now in enlightened 
communities looked upon as mere accomplishments of little real 
value to the average man or woman. They are seen to be intensely 
practical. Birds and insects, trees and bacteria are so related to our 
daily life that we must know them for something more than their 
mere beauty or peculiarity if we are to realize what they are to us. 
We need to know what eflfect upon our own prosperity and happi- 
ness the various animals and plants about us have; to distinguish 
friend from enemy. We need to see the really dangerous character 
of some unsuspected foes, and to be free from foolish fears of 
many harmless creatures. We need to have awakened our interest 
in the world of life. We need such a respect for life as shall keep 
us from wantonly taking life — from killing for sport. The study of 
botany and zoology ought to do something toward preventing 
man's destruction of useful or harmless animals and plants. Ap- 
preciation of the beauties of nature is no mean thing of itself, and 
it grows with the knowledge of nature. 



432 GALESBURG PUBLIC SCHOOLS 

Biology then, is the one science, or group of sciences, that 
leads to intimate acquaintance with the living world, with the ani- 
mals and plants about us and with ourselves. If such knowledge 
helps to successful living — if it makes man better off financially, 
intellectually and morally, then it is well to have it. The High 
School, believing that this knowledge of nature is profitable in a 
high degree, aims to extend it through its courses in biology — 
physiology, botany and zoology. 

PHYSICAL GEOGRAPHY. 
[Prepared by W. C. Beard, Teacher.] 

The average student enters High School with but a meager 
knowledge of the facts and phenomena of the great world that is 
about him. His world being a world of things, of the concrete, the 
explanation of these varied phenomena must be found largely 
through things and those close at hand. 

Physiography here appears as an admirable first step in the 
study of the physical. Fascinating the student with its immediate 
interest it impels a search for the cause and process of the many 
changes. 

For an explanation and separation of these, all the sciences are 
drawn upon and illustrations so frequent and varied are found on 
every hand that the facts of science appear as realities. 

The general laws of the earth and air are learned without con- 
fronting the pupil with mere abstract theories. 

The practical value of a knowledge of climatic changes, con- 
ditions of soil formation, the distribution of plant and animal life, 
and the influence of these on man's manner of living on the earth, 
can hardly be over-estimated. For the student who intends a long 
school training, physiography is a pleasing introduction to a study 
of the sciences; to the one in doubt it may prove a stimulus to con- 
tinue his study, while the pupil who pursues his school course no 
further receives something of practical value to him. 

BOOKKEEPING. 
[Prepared by J. M. Dewhirst, Teacher.] 

It is the purpose of the Bookkeeping department to train the 
young people so that they can intelligently take their places in the 
business world. This does not mean that each one who takes the 
subject is to become a bookkeeper, and take a position in some of- 
fice, though this could be done; but that he may upon examination 
be able to tell whether or not the books are properly kept; as no 



HIGH SCHOOL COURSE OF STUDY. 433 

person is thoroughly competent to embark in a business enterprise 
without this knowledge. 

In order to accomplish the purpose, the pupil must become 
thoroughly acquainted with the common commercial papers, such 
as checks, notes, invoices and drafts, also their use in business 
transactions. He must understand the nature of a transaction, so 
that he can tell the effect of the same upon business. This knowl- 
edge should precede the work of making the record of the same in 
the blank books, which is commonly called bookkeeping. 

In recording the transactions in the blank books it is important 
that the record should be made neatly and correctly. No erasures 
or blots should appear, and all corrections are to be made, so that 
the errors are self-explanatory. 

The pupil must be able to explain and use intelligently ac- 
counts, such as the proprietor's personal loss and gain, also trial 
balance, balance sheet, invoice and sales book, journal, cash book 
and ledger. 

And all this, it is the aim of the department to accomplish. 

COMMERCIAL ARITHMETIC. 

Commercial arithmetic has for its object the making of the 
pupil proficient in those subjects of arithmetic that the business 
world is constantly using. 

In order to become proficient, the pupil must understand the 
conditions involved, and be able to apply these principles in an in- 
telligent manner so that he will know that his work is correct, for 
no publisher has as yet attempted to furnish an answer book foij 
the various business houses. He must develop that necessary qual- 
ity of being able to tell, from the conditions involved, whether or 
not the answer is a reasonable one. 

The business world demands that those in its employ be able 
to solve accurately and with a reasonable degree of rapidity the 
ordinary mathematical problems necessary to carry on the work. 
To do this a person must be thoroughly drilled in the four funda- 
mentals of addition, subtraction, multiplication and division, also 
fractions, percentage, interest, discount, interspersed with practical 
measurements. 

SHORTHAND AND TYPEWRITING. 

[Prepared by Nellie C. Collins, Teacher.] 

Two years are given to shorthand and typewriting, preferably 
the second and third years of a three-year course and third and 
fourth of a four-year course. 



434 GALESBURG PUBLIC SCHOOLS 

If a pupil, who elects shorthand, has not completed at least one 
year in English, he is encouraged to postpone shorthand until that 
much English is completed. If he takes shorthand at this time, he 
must also take English. With advanced work, at least two years of 
English are required. The importance of studying authors is fre- 
quently presented to the classes. 

Since only about one out of six who begin shorthand becomes a 
stenographer, the work must be conducted to benefit the five as 
well as the one. Emphasis is put on the way to study, consider- 
able efifort being made to help pupils form habits of effective study 
and self-examination. The pupil is continually encouraged to ac- 
count to himself; to be sure that he has mastered the assignment; 
to frequently review himself on former lessons. This is done in 
the hope that habits so built up will make for improvement after 
school days are past. 

During the first year the Gregg manual is thoroughly covered. 
At the end of the year every pupil writes out and illustrates the 
whole theory. This is done without questions. The examination 
also includes 200 words, covering most of the theory, taken from 
dictation and transcribed. A grade of at least 95 per cent is re- 
quired before advanced work may be taken. 

In typewriting by the end of the first year, the class is writing 
smoothly upon the whole keyboard. At this stage quite a number 
of pupils can turn out twenty-five correct words per minute, after 
five words are deducted for each error. In daily lessons one per 
cent is deducted for each error, and no paper is accepted that falls 
below 85 per cent. Few papers are rejected; the majority are 
above 95, and several pupils each year are 100 on every lesson. 

The advance work is conducted almost wholly as a preparation 
for stenographic work. Text-book work (Speed Practice) and dic- 
tation, intended to strengthen the pupil in ready word building, are 
used early in the year. This work is soon supplemented by dicta- 
tion for transcription, which is gradually increased until nearly all 
the work at the typewriter is transcription. The last two or three 
months from 500 to 700 words are given to be transcribed each 
day, one period being allowed for the work. Most of the dictation 
for transcription is business letters, which are turned out by the 
pupils as if for the business man's signature. Making carbon 
copies, mimeographing, filing, and as many of the more common 
office duties as possible are taught in the course of taking care of 
their own work and the work of the school. 

Pupils who have satisfactorily completed the advance work 
have been quite successful in business life. The possibilities for all- 



HIGH SCHOOL COURSE OF STUDY. 435 

around training in the different departments of the school have en- 
abled a considerable number to use their shorthand and typewrit- 
ing as a stepping-stone to reach places of large responsibility. 

BUSINESS ENGLISH. 
[Prepared by S. B. Irish, Teacher.] 

The course in business English is a practical course in busi- 
ness as transacted by letter. It is a desirable study for anyone who 
wishes to learn something of the methods used to obtain desired 
results in business dealings, but it is especially valuable to those 
who wish to enter the commercial world. 

During the course business letters are written and discussed; 
negotiable instruments are examined and written; and such work 
is done in grammar as seems necessary from the work of the stu- 
dents taking the course. 

Throughout the year the idea of using natural conversational 
language is kept before the students while stilted or worn out ex- 
pressions are carefully avoided. Much of the subject matter for the 
letter writing comes from, or is based upon, transactions of the 
students themselves, while artificial conditions are seldom used. 

BUSINESS LAW. 
[Prepared by G. M. Hewey, Teacher.] 

In our age, and especially in our country, business enters into 
everybody's life. There are constantly coming up questions of 
loans, of credit, of the transfers of notes, and of the assignment of 
rights and duties on contracts; questions of the liabilities of rail- 
ways, insurance companies, hotel keepers, of agents, of the em- 
ployers of labor, of those who hire, rent, or care for property; 
questions of the buying and selling of real estate, of the powers and 
responsibilities of the members of partnership firms, joint stock 
companies and corporations. Such are the questions the pupil must 
meet, and hence the propriety of his studying such questions in 
school. The aim is to make business law very practical, not to 
make lawyers. Problems taken from real business life are a main 
part of the course. The pupil is taught, not how to escape the 
clutches of the law after he has done wrong or made mistakes, but 
rather how to avoid mistakes and liability of punishment; so that 
his business may be conducted with success, without unnecessary 
worry, and with fairness to those with whom he has to deal. 



436 GALESBURG PUBLIC SCHOOLS 

COMMERCIAL GEOGRAPHY. 

Commercial geography is the study in which those sciences 
that deal with nature and those that deal with human society are 
brought together. The subject is designed to give the pupils an in- 
sight into the relation between the geographical conditions of a 
country and its industrial development. It is a study of the local- 
ization of industries. The three factors involved, nature, man and 
capital goods are carefully studied with respect to each of the great 
industries and the reason why certain industries are confined to 
certain regions are thoroughly considered. 

Each of the great world products is studied in detail and their 
respective by-products noted. Recent discoveries in science have 
increased the number of by-products so that each year there is a 
constantly decreasing amount of waste. The pupil learns how 
natural factors are employed to give the greatest amount of in- 
dustrial return. 

POLITICAL ECONOMY. 

The course in political economy attempts to give the pupil a 
reading knowledge of the subject such as he must have in order to 
become conversant with the ordinary economic subjects of which 
he must know something if he is to become a well-informed voter, 
or even an intelligent reader of the newspapers. 

A study is made of the laws governing production, exchange, 
and distribution. Considerable time is also devoted to such ques- 
tions as municipal ownership, theories of taxation, socialism, trades 
unions, protection, and other economic questions of equal impor- 
tance. 

MANUAL TRAINING. 
G. H. Bridge, Head op- the Department 

In the construction of our new manual training building and 
the admission of the seventh and eighth grades to manual work our 
course has been changed. 

MANUAL TRAINING IN THE GRADES 

The seventh and eighth grade boys receive instructions in 
elementary woodwork one and one-half hours per week. These 
pupils are taught the names and use of tools. After a fair degree 
of skill has been acquired they are encouraged to make various 
small articles, ranging from match boxes to magazine racks and 
waste baskets. 



HIGH SCHOOL COURSE OF STUDY. 437 

MANUAL TRAINING I 

The work of the High School is divided into two years of 
woodwork and two years of metal work, boys receiving instruc- 
tions of two ninety minute periods per week. During the first term 
the principles of elementary carpentry are taught, instructors in- 
sisting upon neatness and accuracy of all work handed in. Second 
term — Work in joinery making such joints as are used in cabinet 
construction. Third Term — The boys are encouraged to combine 
the principles learned into some useful piece of furniture for the 
home, they furnishing the material. 

MANUAL TRAINING II 

First term — Turning in wood. 

Exercises between centers. 
Face plate and chuck work. 
Glued up work. 
Second term — Pattern making. 

Accurate calculations made, to allow for shrink- 
age, draught and cleaning upon lathe. Patterns 
made for articles to be completed in machine 
shop. 
Third Term — By this time the boy has acquired sufficient abil- 
ity to make quite an elaborate piece of work, and such pieces as 
library tables, davenports, writing desks, dining tables, etc., are 
made. All the articles are finished by the students themselves. 
Staining, waxing, varnishing, shellacing in the best manner possi- 
ble, are all given attention. 

Complete working drawings and bills of material are required 
of all High School boys before they are allowed to begin their 
pieces. 

MANUAL TR.MNING III 
MACHINE SHOP 

First Term — 12 weeks — Bench Metal work — chipping and fil- 
ing. Explanations and exercises are given in the proper use of 
hammer, chisels and files. Demonstrations and practice are given 
in grinding chisels to produce best results in various metals. At 
various times talks are given on the production, composition and 
practical use of different metals. 

Second Term — 12 weeks — Forging. Forge practice — Demon- 
strations are given in use of forge and tools. The construction and 



438 GALESBURG PUBLIC SCHOOLS 

operation of forge are explained in detail. General practice in 
drawing out, upsetting, forming, bending and welding furnish the 
exercises for the term's work. 

Third Term — 12 weeks — Forging continued. General practice 
in forging, including exercises in tempering and tool making, con- 
stitutes the most of the work of the third term. 

MANUAL TRAINING IV 
MACHINE SHOP 

First Term — 12 weeks — Lathe work. Construction and prin- 
ciples of lathe explained. Tool grinding for special purposes. Prac- 
tice given in turning, boring, internal and external screw cutting. 

Second Term — 12 weeks — General practice. Construction of 
Machine Parts. 

Third Term — 12 weeks — General Machine Shop Practice with 
emphasis placed on machine construction and operation. 

MECHANICAL DRAWING. 
[Prepared by W. C. Beard, Teacher.] 

With the increasing demand for technical training in public 
schools the subject of mechanical drawing comes to demand more 
attention. 

Not only is it an asset to the prospective engineer and me- 
chanic but its value as a means of mental discipline is coming to be 
considered scarcely inferior to that of any study now in the cur- 
riculum of the public schools. 

The practical use of a knowledge of drawing becomes ever 
more evident to the student as he progresses in the subject and 
urges him to close application and consistent work, while of no less 
importance is the awakening sense of proportion together with the 
cultivation of neatness and accuracy. 

To be of greatest effectiveness in public schools, however, the 
relation between drawing, mathematics and shop work must be 
rigidly upheld. Work at the drawing board must parallel practice 
in the shop. 

Problems in the designing of simple pieces of furniture and 
woodwork to be built during shop periods afford an excellent op- 
portunity to relate constructive design with practical work. 

On the whole, the successful designing and constructing of a 
piece of work largely his own stimulates the student to better 
work during his entire course in school. 



HIGH SCHOOL COURSE OF STUDY. 439 

PRINTING. 

[Prepared by J. M. Dewhirst, In Charge.] 

One would naturally suppose that the primary object of study- 
ing printing is the learning how to deal with the mechanical part of 
the work, such as setting type, making up forms and running a 
press. This, however, is one of the purposes, but not necessarily 
the main one. In fact, the pupils do learn to set type and perform 
other activities connected with the mechanical side, but that which 
they learn of greater importance is that it requires time and close 
observation to do in a respectable way some of the most common 
and ordinary things that the average person takes as a matter of 
course. It requires time and much more time than one supposes, 
who is not familiar with printing, to set a line of type. It also re- 
quires a great amount of skill to make the page appear well in 
print, after the type has been set. 

Another purpose of the print shop is to encourage a high 
standard of school spirit, and one of the principal ways in accom- 
plishing this is by publishing The Budget. This is a weekly paper 
edited and printed by the students of the High School under the 
supervision of certain teachers. In this paper the pupils deal with 
school problems both real and imaginary, pleasant and unpleasant. 
This work is not simply a preparation for life, it is life itself. Mis- 
takes in print as well as successes are not so easily kept from the 
public. The editors and reporters, in fact the whole staff, are 
thrown upon their own resources. 

One of the important features of this work is the training the 
business managers receive. It is their duty to provide the print 
shop with the necessary cash to carry on the work. The source of 
this revenue is the subscription price of The Budget and job work 
done principally for the Board of Education. 

While the High School annual, the Reflector, is not printed on 
the High School press, its publication is due in a large measure to 
the efforts of those connected with the publication of The Budget. 

It is here in the print shop that a number of pupils discover 
themselves, when it seems almost impossible for them to do so in 
the regular academic course. 



440 GALESBURG PUBLIC SCHOOLS 

• DOMESTIC SCIENCE. 
Mrs. Clara G. Rhodes, Head of the Department 

We must learn the homely laws of fire and water, we must feed, wash, 
plant, build. 

These are the ends of necessity, and first In the order of nature. Poverty, 
frost, famine, disease, debt, are the beadles, and guardsmen that hold us to 
common sense. — Emerson. 

Pupils pursuing a course in domestic science may acquire a 
knowledge of household arts in a pleasing and attractive way not 
offered in all homes: pleasing because of the companionship which 
all young people enjoy, and attractive because it is the privilege 
and duty of the instructors to present the work in a way to give the 
girls a liking for that form of industrial employment, and better than 
many homes may offer because of the lack of time the mother may 
have at her disposal and, too, perhaps a lack of knowledge on the 
mother's part. 

The girl not only acquires a taste for housework which other- 
wise she may never have but habits of order and a knowledge of 
related subjects; also she learns that the most expensive foods are 
not necessarily the most conducive to mental and physical growth. 

In many cases the pupils learn to train the appetite as well as 
the mind. It is an acknowledged fact that more than nine-tenths of 
the pupils, as well as adults, have a perverted appetite and they are 
urged to try to cultivate a taste for the most wholesome and nu- 
tritious foods. If this cannot be accomplished in any other way an 
appeal to their pride will often induce them to try some food that 
has always heretofore, been passed by. 

When the girl knows that with a good healthy, physical make- 
up she has a more attractive personality, she will, many times, at 
least, make an effort to gain some acquired tastes. One authority 
has well said, "It has become too much the fashion to allow chil- 
dren a greater range of electives in foods than in studies." 

All young people like to imitate their elders in extending hos- 
pitality as well as in other lines and when the pupils learn to pre- 
pare their own refreshments instead of depending on their mothers 
or the baker they have a keener enjoyment in the serving than 
otherwise would be the case. 

One eminent physician has expressed as his opinion that it is 
the imperative duty of the colleges and universities to take in hand 
the matter of food for the future leaders of the nation as an ex- 
ample of what education really stands for. And why not? We all 
know that the football coach will positively refuse to allow a stu- 
dent to remain on the team unless he will follow the prescribed 
diet for the best physical work cannot be secured if an indiscrim- 
inate diet is allowed. 



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TRAINING SCHOOL. 441 

TEACHERS' TRAINING SCHOOL. 

The Training School was opened in 1888. The action of 
the Board of Education in June, 1893, awarding diplomas to 
those completing the Course of Study in Theory and Practice, 
has had great influence in establishing the professional stand- 
ing of the school. 

The general plan that has been in operation during the past 
eighteen years is as follows : 

Practice. — The practice work of this department is of three 
kinds: (1) Teaching the first and second grade pupils of the 
Central School, each teacher having charge of a school aver- 
aging twenty-five in number. (2) Filling temporary vacancies 
caused by the absence of the regular teachers in the city 
schools. (3) Assisting in the different ward schools whenever 
overcrowding of pupils makes such help necessary. 

Theory. — Each week four meetings of the class are held 
for recitations, reports on educational reading, and discussions 
of the best methods of teaching. Lessons in drawing and vocal 
music are given by the special teachers of these subjects. 

COURSE OF STUDY. 

FALL TERM 

I. "Halleck's Psychology." 

Time : Fourteen weeks. One hour per week. 

Required Reading: Selections from "Psychology in the 
School Room" — Dexter and Garlick; "Basis of Practical 
Teaching" — Bryan; "Principles of Teaching" — Thorndyke ; 
"Thinking, Feeling, Doing" — Scripture ; "Talks to Teachers 
on Psychology" — James. 

II. Prinvary Methods. — Methods of teaching reading, writ- 
ing, numbers and language in the first and second grades. Ex- 
amination and discussion of the best primary text-books. 

III. Drawing. 

Time : Fourteen weeks. One hour per week. 



442 GALESBURG PUBLIC SCHOOLS 

Leaves, fruits, and vegetables in light and shade. Black- 
board drawing and water colors. Drawings pertaining to Na- 
ture Study and Special Days. 

WINTER TERM 

I. "Painter's Educational History." 

Required Reading: Selections from "Barnes' General His- 
tory;" "Quick's Educational Reformers;" "Life of Pestalozzi;'* 
"Life of Froebel;" "Rousseau's Emile;" "History of Peda- 
gogy ' ' — Compay re. 

H. Methods. — Methods of teaching reading, arithmetic and 
language in the third and fourth grades. 

HL Drawing. 

Time : Ten weeks. One hour per week. 

Groups of models in outline and in light and shade. Draw- 
ing of objects and groups of objects based on type forms. 
Blackboard drawing, charcoal, and water colors. Drawings 
pertaining to Nature Study and Special Days. 

SPRING TERM 

L "Page's Theory and Practice of Teaching." 

Time : Six weeks. One hour per week. 

n. Methods. — Methods of teaching reading, language, 
arithmetic and geography in the grades. Acquaintance wath 
the text-books used in the grades of the Galesburg schools. 

HL Miscellaneous. — Rules and regulations of the Gales- 
burg schools. Reports and records. Completion of note books 
and drawings and reports of general reading. 

REQUIRED READING 

"A Study of Child Nature"— Elizabeth Harrison. 

"Reading, How to Teach It" — S. L. Arnold. 

"Life of Pestalozzi" — Krusi. 

"Life of Froebel" — Page. 

"How to Tell Stories" — Sarah C. Bryant. 

Selections from — 



TRAINING SCHOOL. 443 

"Waymarks for Teachers" — S. L. Arnold. 
"The Plan Book" — Marion George. 
"How to Enjoy Pictures" — M. S. Emory, 
"Quincy Methods" — Patridge. 
"Basis of Practical Teaching" — Bryan. 
"Principles of Teaching" — Thorndike. 
"Thinking, Feeling, Doing" — Scripture. 
"Talks to Teachers" — James. 
"Educational Reformers" — Quick. 
"General History" — Barnes. 
"Emile" — Rousseau. 
"History of Education" — Compayre. 
"Leonard and Gertrude" — Pestalozzi. 
"Ethics for Children" — Cabot. 



INDEX. 



Adams, Helen, 214. 
Adams, J. W., 431. 
Additions made to school build- 
ings. 

to Hitchcock School, 114. 

to Weston School, 115. 

to High School, 116. 

to Bateman School, 118. 

to Lincoln School, 119. 

to Douglas School, 120. 
Ahlenius, Bertha O., 406. 
Ahlenius, R. O., 210, 214. 

drinking fountains, 175. 

school nurse, 171. 
Aldrich, N. K., 114, 131. 
Allen, Belle W., 99. 
Allen, Mr., 22. 

Allen property purchased, 136. 
Alumni Association, 100, 213. 
Alumni, complete list of, 287. 
American Warming and Venti- 
lating Co., 119, 120. 
Ames, A. A., 134. 
Anderson, A. H. & Co., 121. 
Anderson, A. P., 108. 
Anderson, J. A., 175. 
Anderson Steam Heating Co., 

71. 
Andrews, Matthew, 75, 91, 92, 96, 
97, 156. 

anpointment of, 64. 

course of study revised by, 
82, 85. 

printed reports of, 90. 

resignation of, 101. 

salary of, 76. 

summary of his period, 102. 
Annual Reports printed, 57, 90, 

174. 
Apparatus, school, 167. 
Armstrong, Anna M., 87. 
Arnold, Frances, 194. 
Arnold, Geo. L., 72, 11, 102, 210. 



Arnold, Mr.. 22. 
Arnold, Hon. Wilfred, 213. 
Athletic organizations, 199. 
Attendance, irregularity of, 92. 
Auditing committee, 3. 
Avres, James B., 100. 
Ayres, S. C, 135. 

Babbitt, Mr., 51. 
Babcock fire extinguisher, 139. 
Baker, W. S., 231, 
Ball, Katherine K., 142. 
Bancroft, H. D., 13. 
Bancroft, H. N., 236. 
Baptist Church property pur- 
chased, 15. 
Barnard, Henry, 230. 
Bartlett, F. S., 110, 210. 

adoption of text-books, 167. 
Bartlett, Dr. John, 214. 
Bascom, Rev. Flavel, 223. 
Bateman, Newton, 111, 172, 230. 
Bateman School, see 6th Ward. 

addition to, 118. 

humidistat placed in, 136. 
Bates, LeRoy S., 55. 
Bayliss, Hon. Alfred, 131, 154. 
Beadle, J. Grant, 125, 126, 135. 
Beard, W. C, 432, 438. 
Beches, S., 47. 
Becker, Charlie, 163. 
Becker, Emma J., 66. 
Belden, H. W., 48. 
Bergland, Alice, 154, 214. 
Berkeley, Governor, 227. 
Berry, J. J., 131, 210. 
Bible, reading of the, 95, 174. 
Billings, Eva, 100. 
Billings, M. D., 17. 
Blackstone, Harriet. 191. 
Blair, Francis G., 154. 
Blodgett, Dr. C. W., 155, 161. 
Blunt, A. E., 4, 28, 54. 



(445) 



446 



GALESBURG PUBLIC SCHOOLS 



Board of Education. 

changes in, 58. 

committees of, 2. 

defeated at elections, 16, 58, 
67, 69, 2n. 

faithfulness of, 209. 

first organization of, I. 

harmony in, 209. 

how changes should be 
made, 209. 

injunction applied for, 68. 

members of, 272. 

methods of business, 27, 72. 

order of business, 2. 

permanency of, 209. 

place of meeting, 1, 176. 

relation to City Council, 18. 

resolutions of respect, 171. 

rules and regulations, 253. 

second contention in, 66. 

time of meeting, 2. 

visits other cities, 107. 

women as members, 210. 
Bonds voted, 12, 13, 62, 106, \09, 

124, 172. 
Book Day, 93. 
Bostwick, O. P., 81. 
Bradley, Dr. Wm. O'R., 169. 
Bradshaw, Rev. J. W., 155. 
Bridee, Earle R., 404, 416. 
Bridge, G. H., 81, 86, 150, 186, 

189, 415, 436. 
Brown, George P., 156. 
Brown, George W., 69, 111. 
Brown, P. P., 94. 
Brown, S. W., 236. 
Bryan, E. B., 153. 
Buckner, Jessie, 142. 
Budget, The, High School pa- 
per, 194. 
Building period, end of first, 69. 
Buildings enlarged, reasons for, 

112. 
Bunce, James, 223, 236. 
Bushnell, Rev. H. A., 155. 

Calkins, Miss, 42. 
Callahan, T. W., 426. 
Campbell, A. B., 236, 238. 
Campbell, Dr. Stuart M., 155. 
Candee, Dr. I. N., 3, 10, 31, 51. 
Carney, Mrs., 4. 
Carr, CM., 236. 
Centennial Exposition, 96. 



Central School built, 121. 
Chaflfee. Rev. E. J., 155. 
Chandler, Robert A., 195. 
Chapman, J. P., 13, 17, 65. 
Chappel, Leonard, 223. 
Charity, acts of, 163. 
Charter, The School, 235, 241, 246 

advantages of, 242, 245. 

two jokers in, 237. 
Churchill. George, 11, 31, 34, 41, 
44, 48, 58, 63, 112, 218, 233, 
236, 238, 241, 265. 

characterization of, 229. 

funeral of, 172. 

Henry Barnard, Horace 
Mann, 231. 

noon recess, 26. 

resolution on discipline, 24. 

school age, 56. 

School Charter, 235. 

supplementary reading, S3, 

teachers' salaries, 31. 

Union Graded Schools, 225- 
233. 
Churchill School Building, see 
High School Building. 

dry closets installed, 132. 

entrances inclosed, 133. 

tower damaged by fire, 133. 
City Council, issues bonds, 12. 

suit against, by Board, 19. 
City water, schools provided 

with, 94. 
Clark, A. B., 68. 
Clark and Leach, 43. 
Clark, Mr., 236. 
Clarke, K. G., 81. 
Classification, method of, 91. 
Claycomb, Mr., 22. 
Clerk, salary of, 3, 56. 
Colby, Mrs. R. K., 54. 
College influence, 8. 
Collins, J. H., 155. 
Collins, Nellie C, 287, 433. 
Colored pupils. 

a separate school for, 41. 

colored teachers for, 42. 

resolutions on, adopted, 44. 

schoolhouses for, burned, 46. 
Colton, Chauncy S., 2, 223, 239, 
242. 

auditing committee, 3. 

first schoolhouse, 218. 

member of first Board, 1. 



INDEX. 



447 



Colton, G. D. & Co., 71. 
Cclton, O. J., 194. 
Committees, function of, 72. 
Complaints, by parents, 23, 80, 

170. 
Comstock, Joab, 21. 
Comstock, Prof. M. L., 21, 25. 
Contests, declamatory, 192. 
Cooke, F. F., 210. 

naming Hitchcock School, 
111. 
Cooke, Dr. John W., 154. 
Cooke, M. D., 60, 64, 81, 95, 141, 
210. 

Cooke School, 111. 

funeral of, 172. 

German School, 47. 

teachers' salaries, 76. 
Cooke, Mrs. M. D., 51, 87. 
Cooke School, see Fifth Ward. 

improvements made on, 134. 
Course of Study, 35, 82, 85, 145. • 
Cox, S. M., 17. 
Crisis of 1867, 16. 
Curtis, Edward H., 54. 

Dahlberg, John J., 131. 
Daugheity, Curtis, 100. 
Davidson and Rundquist, 126. 
Davidson, Peter McL., 134. 
Debating Club, Lincoln, 193. 
Dewhirst, J. M., 432, 439. 
Dickson System, 115, 119. 
Diploma, form of, 204. 
Discipline, resolution on, 24. 
Domestic Science, 189. 
Donation of land, ofifer of, 11. 
Dougherty, N. C, 155. 
Douglas School, see 7th Ward. 

addition to, 120. 

improvements made to, 135. 
Dow cylindrical fire escape, 139. 
Drake, E. R., 179. 
Dramatic Club, 195. 
Drawing, 85, 86, 141. 
Drinking fountains, 175. 
Dry closets, 132. 
Dunn, Charles, 100. 

Eberhart, John F., 225. 
Eduard, Prof. Carl, 47. 
Educational Journals, furnished 

by Board, 34. 
Edwards, Dr. Richard, 154. 



Election of 1867, 16. 

Elective System, reasons for 

adopting, 203. 
Eliot, Pres. C. W., 61. 
Elizabethan Literary Society, 

193. 
Ellis, F. M., 71. 
Engineer, of the Heating Plant, 

salary of, 182. 
English course added, 108. 
Enrollment of pupils, 4, 9, 57, 

102, 268. 
Entertainments, School, 159. 
Erickson, Reuben J., 214, 328. 
Examinations, importance of, 26. 
Examining Committee, 3. 

changed to Teachers' Com- 
mittee, 76. 
Exhibition of school work, 158. 
at World's Fair, 164. 
at St. Louis, 164. 

Fahnestock, John C., 99. 
Farnham, Eli, 132, 218. 
Farnham School, 131. 
Faxon, Charles, 235. 
Felmley, David, 155. 
Fifth Ward School, see Cooke. 

building erected, 20. 

lot purchased, 21. 
Finl;y, Dr. John H., 156. 
Fire drills, 70, 139. 
Fire escapes, 94, 138. 
Fires, 46, 69, 70, 139. 
First National Bank of Chicago, 

125. 
Fish.r, Dr. L. B., 154. 
Fiske, John, 153. 
Flags for the school buildings, 

110, 170. 
Foote. Dr. Geo. W., 99. 

Alumni Association, 100. 

steam heating, 71. 

ungraded school, 91. 
Founder of the schools, 230. 
Fourth Ward School, see Wes- 
ton. 

additions to, 71, 115. 

building erected, 18. 

damaged by fire and rebuilt, 
70. 

lot purchased, 17. 
Franklin, Benjamin, 226. 
Freeman, J. H., 154. 



448 



GALESBURG PUBLIC SCHOOLS 



Free schools, last battle for, 243. 
Frost, J. P., 219. 
Fuller. Mr., 236. 

Gale, Rev. George W., Ill, 222, 

230. 
Gale. W. Selden, 220. 
Galesburg Free Democrat, 23, 

221, 224, 230, 233, 234, 235, 

236, 237, 239, 240, 241. 
Gastman, Enoch A., 155. 
Gaston, Amnon, 220. 
Geistweit, Rev. W. H., 155. 
German School, 46. 
Gettemy, Mrs. M. E., 102, 180, 

199. 
Gordon, Mrs. O. C, 213. 
Glenn, Ida, 154, 393. 
Grade meetings, 156. 
Grades below High School, ten, 

37. 
Grand Rapids School Furniture 

Co., 119. 
Grant, James, 220. 
Grant, Gen. U. S., 22. 
Gross, Mrs., 50. 
Gross, S. A., 55. 
Growth of High School, causes 

of, 201. 
Guild, R. B., 242. 
appointment of, 4. 
course of study, 3. 
tuition school, 5. 
Gunnell, Mrs. Anna Chappell, 

212. 
Gymnastics, 54. 

Hague, Fannie M., 102. 
Haines and Anderson, 67. 
Haines, R. C, 12. 
Half day sessions, 15, 169. 
Hall, Prof. Frank H., 147, 359. 
Hamill, Prof. S. S., 82. 
Hammond, J. W., 117, 173, 209. 

Board Rooms, 176. 

funeral of, 172. 
Harrison. Pres. of U. S., 162. 
Haxtun Steam Heating Co., 71, 

7Z, 114. 
Hayes, Edward, 39, 50, 55. 
Hayes, Henry E., 50. 
Hayward, W. J., 213. 
Hazzard, Lizzie, 170. 



Heating Plant, 128, 135. 
Heating system, changed to 

steam, 71. 
Henninger, John W., 155. 
Henry, M. Bess, 198, 426. 
Herrick and Co., 228. 
Hewey, G. M., 435. 
High School. 

a preparatory school, 38, 97. 
acts of benevolence, 163. 
at one time unpopular, 39. 
buildings used by, 39, 108, 

118, 123, 131, 138. 
contests, declamatory, 192. 
course of study, 40, 97, 184. 
diploma, form of, 204. 
domestic science, 189. 
effect on colleges, 38, 
elective system, 203. 
English course added, 108. 
fourth year added, 97, 185. 
graduating exercises, 40, 98, 

191. 
growth of, 96, 117, 201. 
history of, by R. L. Piatt, 197. 
individual instruction, 200. 
manual training in, 185. 
men for teachers, 199. 
Organizations in. 

Athletic association, 199. 

Dramatic club, 195. 

Elizabethan society, 193. 

German club, 198. 

Lincoln debating club, 193. 

Musical associations, 198. 

Shorthand club, Gregg, 197. 

The Budget, 194. 
Principals of, 39, 180. 
printing plant, 195. 
Public Library, moved by, 

177. 
public speaking, 191. 
study hall plan, 201. 
three-year course, 41, 97, 205. 
true function of, 184, 202. 
High School Building, the new, 

124. 
bonds voted for, 124. 
cost of building, 126, 128. 
furnishing of, 127. 
plans of, 125. 
selling the bonds, 125. 
Strong lot bought, 126. 



INDEX. 



449 



High School Building, now 
Churchill. 10. 

bonds voted, 12. 

cost of, 14. 

plans obtained, 11. 

site purchased, 11. 
High School Building, the first, 
105. 

addition to, 116. 

bonds voted for, 106. 

building of, 107. 

burning of, 139. 

heating plant changed to 
steam, 120. 

site obtained, 15. 
Hinchliflf, Lulu, 214. 
Hinsdale, B. A., 153. 
Hitchcock, H. H., 111. 
Hitchcock, Mrs. H. H., 170. 
Hitchcock School, see 3rd Ward. 

addition made to, 114. 

system of ventilation in- 
stalled, 134. 
Hoge. Miss, 171. 
Hoisington, S. B., 70. 
Holcomb, B. F., 3. 
Hollister, Dr. H. A., 206. 
Holton, Phoebe A., 219. 
Hood, Dr. John, 155. 
Hoover, Anna, 177. 
Hoover, E. K., 100. 
Horton, Clara O., 87. 
Horton, Silas, 10. 
Hospital, Children's Room, 162. 
Houlding, Wm., 68. 
Housel, G. R., 140. 
Housel, O. C, 133. 
Huget, Rev. J. P., 155. 
Humidistat installed, Bateman 

School, 136. 
Hunt, Mary E., 99. 
Hunt property (Cedar St.) 

bought, 136. 
Hunt property (Losey St.) 

purchased, 118. 
Hunt, R. W., 66. 
Huntington, A. H., 20, 43. 
Hurd, Prof. A., 3, 55. 
Hurd, Elisha, 219. 

Illinois Teacher, 225, 226, 232, 

234. 
Improvements, summary of, 23, 
.-, 69, 72, 137. 



Independent School Districts, 
217. 

first schoolhouse of, 217. 

first teacher in, 218. 

location of the schoolhouses, 
218. 

poverty of, 220. 

record of deeds, 219. 
Individual instruction, 92, 200. 
Inman, S. B., 210. 
Institute, Knox county, 34. 
Irish, S. B., 435. 

Jacobi, A., 100. 

Jacobi property, purchased, 116. 

Janitors, salary of, 6, 22, 182. 

repairs made by, 182. 
JellifiF, F. R., 81, 214. 
Johnson, A. C, 115. 
Johnson Blast System, 115. 
Johnson, Charles E., 209. 

physical training, 141. 

Playground Association, 213. 
Johnson, Mayor, 64. 
Johnson, Parley M., 99. 
Johnston, Winifred, 214. 
Johonnot, James, 153. 

Kendall, Mrs., 240. 
Kindergarten work, introduced, 

87. 
Kingsberry, Rev. S. A., 236. 
Knapp, J. H., 25, 236, 238, 240. 
Knostman-Peterson Furniture 

Co., 127. 
Knowles, Alfred, 1. 

free schools, 244. 

method of issuing orders, 33. 

teachers' salaries, 76. 

Lanphere, Judge, 235, 236. 
Lawrence, Judge C. B., 19, 111. 
Leach, Clement, Jr., 1, 2, 3, 64, 

243. 
Lewis and Kitchen, 122, 126, 130, 

131, 134. 
Lewis, S. R., 136. 
Library, first school, 55. 

children's, 178. 

moving of Public, 177. 

teachers', 157. 
Lightning rods, 18. 
Lincoln Debating Club, 193. 



450 



GALESBURG PUBLIC SCHOOLS 



Lincoln School, location of, 108. 

building erected, 110. 

addition to, 119. 
Lind, Johanna, 153. 
Lindquist, Lillian, 154. 
Literary societies, 40, 192. 
Logan, Gen. John A., 111. 
Lord, Dr. Livingston C, 155. 
Losey, Nehemiah H., 223. 
Lots purchased, 11, 15, 17, 21, 
22, 66, 67, 80, 106, 109, 116, 
126, 131, 135, 136. 
Lots sold, 80, 109, 173. 

McCall, Ida M., 81, 102. 
I\IcCall, Mrs. Sarah M., 39. 
McChesney, Dr. A. B., 236. 
McClelland, Dr. Thomas, 156. 
McFarland, John, 66. 
McKinley heating system, 123, 

128 
McKinley, Pres. of U. S., 162. 
McMillen, Z. P., 220. 
McMurtry, Wm., 223. 
Mann, Horace, 12, 113, 231, 232. 
Manual Training, 185-188. 

addition to, 134. 
Marshall, W. A., 210. 
Martin, J. M., 86. 
Mason, E. T. S., 214. 
Mathis, Soflena E., 141, 211, 397. 
Maxon, Rev. J. M., 155. 
Men, for grade principals, 54. 

for High School teachers, 
199. 
Mercer, T. M., 110. 
Merrill, C. C, 209. 

Children's Library, 178. 

music, 140. 
Methods of teaching, 145-152. 
Mitchell, Bethany, 220. 
Mitchem, Elizabeth, 42. 
Moburg, John, 22, 171. 
Morse, J. M., 48. 
Moshier, Timothy, 220. 
Munson, P. O., 135. 
Murdoch, George A.. 86, 87, 94, 
100, 102, 111, 210. 

flags for the schools, 170. 

funeral of, 172. 

naming Lincoln School, 110. 

naming Bateman and Cooke 
schools, 112. 

reading of Bible, 95, 174. 



Music, 51, 87, 140. 

Musical organizations, 198. 

Naming the schools, 110. 

Nash, Timothy, 20. 

National School Furniture Co., 

21. 
Nelson, Marian, 154. 
Nelson, Nels F., 95. 
Night school, 48, 90. 
Noon recess. 

a health measure, 26. 

length of, 7. 
Norse, Prof. Stansbury, 154. 
Noteware, James H., 220. 
Nurse, school, 171. 

Olson, Peter T.. 114, 118, 119, 

120, 122, 130. 
Outside steps inclosed, 133. 

Parker, Prof. Isaac A., 3. 
Parry, S. J., 102. 118, 209. 

first trip of inspection, 107. 
Patch, Myra H., 154. 
Patriotism, teaching of, 160. 
Payne, W. H., 153. 
Peck, Geo. F., 109. 
Peabody School Furniture Co., 

131. 
Penmanship, 50, 85. 

special teacher of, 86. 
Peterson, Alvin, 163. 
Peterson and Jamison, 71. 
Pettee, Lucia L., 145. 
Pettee, Sara, 70. 
Phillipson, A. C, 134. 
Physical training, introduction 

of, 141. 
Piatt, Roy Livingston, 197. 
Pick, Dr., 156. 
Pictures, for rooms and halls, 

159. 
Piqua School Furniture Co., 116. 
Pitcher, O. S., 235, 236. 
Playground Association, organ- 
ization of, 213. 
Pleasants, Judge, 68. 
Pond, F. H., 219. 
Poole, F. R., 50. 
Post, Edwin, 1, 2. 
Prang Company, 141. 



INDEX. 



451 



Price, O. F.. 141, 209. 

naming Weston and Douglas 

schools, 112. 
Prince, Hon. Geo. W., 156. 
Principals of High School, list 

of, 275. 
Printing Plant, High School, 

195. 
Prison Board of Industries, 127. 
Private schools, 4, 227. 
Prizes, given by Board, 98. 
Promotion of pupils, method of, 

158. 
resolution on, 79. 
Public indifference to schools, 

224. 
Public Library, Board Rooms 

in, 176. 
books moved by High School 

pupils, 177. 
Children's Reading Room in, 

178. 
Public speaking, department of, 

191. 
Pupils, rules for, 34, 260. 

sometimes expelled, 25. 
Purington, W. S., 131, 209. 

Quigley, Joseph, 135. 

Quincy Showr Case Works, 127. 

Raab, Henry, 154. 

Randall, G. P., 11. 

Raymond, Geo. S., 241. 

Read, Mrs. Henry W., 156, 190, 

210, 214. 
naming Churchill School, 112. 
school nurse, 171. 
Ream, J. A., 119. 
Reed, Albert, 12. 
Reiffle, Mabel C, 424. 
Republican-Register, 70, 17>, 86, 

90. 
editorial on shod elections, 

78. 
Resolutions of respect, by 

Board, 171. 
Rhodes, Mrs. Clara G., 190, 418, 

440. 
Rice, Dr. Delia M.. 156. 
Richardson, Wm., 130. 
Roberts, A. C, 429. 
Roberts, J. B., 25, 28, 41, 44, 48, 

63, 64, 70, 233. 



annual reports of, 57. 

resignation of, 58. 

resolution of appreciation, 60. 

salary of, 29. 

summary of his work, 60. 
Root, Riley, 236. 
Ross, J. W., 107, 110. 
Ross, Mathilda H., 81, 88. 
Rugar, Mrs. Mary E., 21. 
Rules and Regulations, 253. 

for Board of Education, 255. 

of Board of Health, 264. 

for janitors, 263. 

for superintendent, 256. 

for teachers, 257. 
Ruttan Heating and Ventilating 

Co., 66, 108, 110. 
Ryan, Dr. L. R., 156. 
Ryan, Robert, 214. 

Sage, R. P., 1, 2, 3. 
Salaries. 

clerk, 3, 56. 

engineer, 182. 

janitors, 6, 22, 182. 

principals of High School, 39, 

n, 180. 

superintendents, 4, 29, 76, 179. 

teachers, 4, 30, 76, 180. 

treasurers, 3, 56. 
Sanborn, David, 1, 2, 3, 12. 
Sanborn, Wm. D., 22. 
Sanderson, Henry R., 17, 29. 
Sanitary buildings, 183. 
Scharf, G. H. Co., 135. 
School age, changed, 56. 
School day, length of, 29, 57. 
School elections, 3, 16, 58, 69, 1%. 
211. 

a mistaken notion of, 210. 
School grounds, beautifying, 22, 

95, 174. 
Schoolhouses burned. 

Colored, 46. 

Seventh Ward, 69. 

Fourth Ward, 70. 

High School, 139. 
Schoolhouses, need of, 9. 

first schoolhouse built, 10. 

buildings rented, 6, 15, 138. 
School laws of 1825-55, 221. 
School section, 222. 

amount realized from, 223. 



452 



GALESBURG PUBLIC SCHOOLS 



School year, length of, 6, 32. 

fiscal year changed, 96. 
Schryver, Anna, 100. 
Seider, D. W., 236. 
Semi-centennial celebration, 211. 
Seventh Ward School, see 
Douglas. 

lot purchased, 67. 

building erected, 68. 

damaged by fire, 139. 
Seymour, Mme., 54. 
Shorthand Club, Gregg, 197. 
Shrimpton, Rev. Mr., 81. 
Shumw^ay, George, 127, 170. 
Simonds, W. E., 179. 
Sisson, Anna M., 172. 
Sisson, F. H., 179. 
Sisson, Fred W., 99. 
Sixth Ward School, see Bate- 
man. 

lot purchased, 66. 

injunction against, 68. 

building erected, 69. 
Skinner, Dr., 235. 
Slater, John B., 140, 172. 
Smead Heating and Ventilating 

Co., 114, 115, 132. 
Smelser, Isaiah, 223. 
Smith, Judge A. A., 20, 68. 
Smith, J. W., 18. 
Smith, Minnie L., 425. 
Smith, Nettie, 240. 
Smith, William Hawley, 131. 
Smoke consumer, 135. 
Soper Foundry Co., 118. 
Special tax authorized, 20. 
Speed, James, 156. 
Spence, Dr. W. Hamilton, 154. 
Stableton, J. B., 155. 
Standish, Dr. J. V. N., 22, 25, 28, 
41, 81, 156, 226. 

amendment to Charter, 56, 
229. 

furniture for High School, 13. 

ornamenting grounds, 22. 

penmanship, 50. 
Statistics, tables, for 1910-11, 
267-271. 

number of employes, 267. 

number enrolled, by schools, 
268. 

daily attendance, etc., by 
schools, 268. 



number withdrawn, with 
cause, 269. 

number promoted in each 
grade, 269. 

time in grade, 270. 

number beginning First 
Grade, by terms, 270. 

number of colored pupils, by 
grades, 271. 

number of books taken from 
Children's Library, 271. 
Steele, W. L., 190, 208, 217. 

appointment of, 179. 

printed reports of, 174. 

salary of, 179. 

summary of his period, 214. 
Steele, Mrs. W. L., 172. 
Sterling School Furniture Co., 

66, 67, 69. 
Stevens, Ira R., 65. 
Stevens, T. D., 100. 
Stilson, Earle W., 186. 
Stilson, Lottie, 100. 
Stone, Cora F., 422, 427. 
Stone, Harriet, 179. 
Stone, L. T., 78, 89, 95, 102, 114, 
116, 121, 210. 

an appreciation of, 265. 

Children's Room, 179. 

kindergarten work, 88. 

naming Central School, 122. 

naming Farnham School, 132. 

promotion of pupils, 79. 

teachers' salaries, 11 . 
Stringham, C. P., 48. 
Stromgren, Gust A., 172, 183. 
Stromsted, Frank G., 140, 172. 
Strong, J. Glaze, 141, 390. 
Strong, M. Evelyn, 156, 172. 

funeral of, 172. 

kindergarten work, 88. 

member of Board, first wo- 
man, 210. 
Strong lot purchased, 126. 
Study Hall Plan, 201. 
Sturtevant, Dr. J. M., 155. 
Substitutes, 92. 
Suit against City Council, 19. 
Sullivan, May T., 99. 
Summary, of Second Period, 60. 

of Third Period, 102. 

of Fourth Period, 214. 



INDEX. 



453 



Superintendent of Schools. 

evolution of the title, 28. 

powers of, 28, 256. 
Superintendents of Schools, list 

of, 275. 
Supplementary reading. 

resolution on, 53. 

appropriations for, 146. 
Swanson, Nels, 22. 
Sweeney, M. E., 130. 
Switzer, C. E., 210. 
Switzer, Robert, 214. 

Talent, Patrick, 55. 

Tate, J. C, 120. 

Taylor, F. Lilian, 87, 88, 144. 

Taylor, Dr. M. K., 235, 236. 

Tax levies, 6, 20, 61, 103, 216. 

Tax limit, increased, 56, 246. 

Teachers, 

complete list of, 274. 

examination of, IZ, 75. 

first corps of, 7. 

grade meetings of, 156. 

meetings of, 30, 33, 80, 152. 

men for, in High School, 199. 

pay when absent, 29. 

salaries of, 4, 30, 76, 180. 

schedule of salaries, 181. 

when paid, 33. 
Telephones installed, 94. 
Telford, C. S., 121, 135. 
Temperature Regulation. 

Johnson Automatic, 116, 118. 
Terry, Willis, Jr., 214. 
Text-Books, adopted, 88, 165. 
Thain, Dr. A. R., 155. 
Thanksgiving offering, 162. 
Third Ward School, see Hitch- 
cock. 

site purchased, 22. 

building erected, 65. 
Thompson, Mrs. G. W., 154, 179, 
196, 209. 

department of Domestic 
Science, 189. 
Thompson, L. N., 115, 209. 
Thomson, Frank D., 140, 199. 

High School fire, 140. 

music in High School, 198. 

salary of, 180. 

tribute to, 201. 
Thomson, Presson, 198. 



Three-Year Course, reasons for, 

205. 
Toler, Mrs. J. C, 213. 
Township fund, income from, 

224. 
Training School for teachers, 
142. 

course of study for, 441. 
Treasurer, paid salary, 3, 56. 

bond of, 3. 
Tree planting, 22. 
Truant officer, 170. 
Tryner, Edith, 154. 
Tryon, Mrs. Geo. A., 228, 239. 
Tuition, 175. 
Tuition schools, 5. 
Tunnicliff, J. C, 209. 
Two dismissals, 92. 

Ungraded schools, 47, 90. 
Union Graded Schools, adopted, 
233. 
first closing exercises of, 240. 
last year of, 242. 
organized and opened, 238. 
subjects taught in, 239. 
U. S. School Furniture Co., 114, 
116, 118. 

Vacations, 7. 

Vaccination, 78, 169. 

Van Brunt, Charles R., 190, 210. 

Van Pelt, Dr. S., 156. 

Vincent, Dr. C. A., 154. 

Wagoner, S. A., 196. 

Walbaum, A., 20. 

Ward, Flora A., 99. 

Ward, Geo. H., 1, 2, 12. 

Ward Principals, men for, 54. 

Wertman, L. F., 136, 210. 

High School bonds, 125. 
West, Mary Allen, 41, 70, 95, 

218 
Weston,' J. P., 111. 
Weston School, see 4th Ward. 

addition to, 115. 

more ground bought, 136. 
Wheelock, Dorcas, 55. 
White, Emerson E., 153. 
Whitney, R. C, 236. 
Wilbur, J. M., 72. 
Willard, Silas, 228, 232. 
Willard, Mrs. Silas, 11, 106. 



454 



GALESBURG PUBLIC SCHOOLS 



Willcox, E. S., 225, 226. 
Williams, C. A., 42. 
Williams, May T., 88. 
Willis, A. W., 180. 
VVilloughby, Fred A., 27. 

colored pupils, 44. 

gymnastic apparatus, 54. 

test case, in the courts, 76. 
Wilson, Lyman P., Esq., 213. 



Wolf, Wm., 115, 118, 119, 120, 

121, 133, 134. 
Women as Board members, 210. 
Woods, N. C, 108, 141, 210. 

manual training room, 186. 
Woolsey, W. M., 131. 
Worthington, Richard, 43. 
Wright brothers, 195. 
Wright, Simeon, 226. 



LIBRARY OF CONGRESS 



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